1. Introduction

Our mission is Education, Empowerment, Equity, and Service. We are committed to educating and empowering our students, providing equitable access to education, and serving our communities. In order to accomplish our mission, MVC follows its annual cycle of planning (Fall), assessing (Feb-March), analyzing (Apr-May), and improving (May).

Our Integrated Strategic Plan (ISP) 2025-30 evaluates the fulfillment in meeting our mission. In this report, we will provide an executive summary of our college in meeting out strategic goals and the demographic breakdown of the college and community, we serve.

Our strategic objectives are (1) Equity with a Specific Focus on Social Justice and Racial Equity, (2) Fully Implement a Guided Pathways framework, (3) Community Engagement & Partnerships, and (4) Institutional Effectiveness & Resources

2. College Profile

The college experienced a decline in unduplicated headcount (number of students enrolled) from 2020-21 to 2021-22 by 11% and jumped back up 56% in 2024-25 compared to 2021-22, exceeding the all time high seen in 2019-20. In the most recent year over year comparison (2023-24 to 2024-25), there was a 20.6% increase in unduplicated headcount and a recovery in the college’s headcount. We expect to continue this trend for 2025-26 and exceed 2024-25 unduplicated headcount as summer and fall enrollments are up approximately 12% compared to 2024-25.

In 2024-25, 20,187 students enrolled at Moreno Valley College.

Source: Colleague, Next update: November 2026

A. By race/ethnicity: Of the 20,187 students enrolled at Moreno Valley College during 2024-25, the student body was 65.3% latinx/hispanic, 14.9% white, 11.0% black/african american, 4.8% asian, 2.3% filipino, .5% native hawaiian/pacific islander, and .5% native american/alaskan. Since 2014-15, the college percentage of students that identify as latinx/hispanic has increased from 58.3% to 65.3%. Students that identify as black/african american and white have decreased from 15.2% to 11.0% and 17.4% to 14.9%, respectively. Comparing the demographics to the community, native hawaiian and other pacific islander students are disproportionately impacted and underrepresented when compared to the community demographics.

Source: Colleague, Next update: November 2026

B. By gender/sex: Of the 20,187 students enrolled at Moreno Valley College during 2024-25, the student body was 55.4% female, 43.2% male, and 1.4% unknown. Since 2014-15, the college percentage of students that identify as female has remained constant from 56.4% to 55.4% as have the college percentage of students that identify as male, going from 43.3% to 43.2%. Comparing the demographics to the community, male students are disproportionately impacted and underrepresented when compared to the community demographics. However, from 2022-23 to 2024-25, students that identify as male increased from 6,533 to 8,713 (33.4%).

Source: Colleague, Next update: November 2026

In conclusion, we have found that the latinx/hispanic populations are not enrolling at Moreno Valley College (65.3%) at the same rate as seen in the community (69.5%) and are disproportionately impacted on enrollment at MVC. To reach full equity, MVC would need an additional 2,755 latinx/hispanic students enrolled. Additionally, the male population are not enrolling at Moreno Valley College (43.2%) at the same rate as seen in the community (50.6%) and are disproportionately impacted on enrollment at MVC. To reach full equity, MVC would need an additional 3,034 male students enrolled.

For more detailed analysis, visit the Strategic Planning Dashboard - College and Community Overview

3. Community Profile

For Moreno Valley College, 296,933 people lived in the service area in 2024.

Source: U.S. Census Bureau, Note: Service area zip codes include: 92551, 92552, 92553, 92554, 92555, 92556, 92570, 92571, 92572, and 92599.

A. By race/ethnicity: Of the 293,022 people in the college’s service area in 2024, 69.5% were latinx/hispanic, 11.3% black/african american, 11.1% white, 5.0 asian (includes Filipino), .01% native american/alaskan, .04% native hawaiian/pacific islander, and 2.2% two or more races. Since 2015, community members that identify as latinx/hispanic increased from 60.8% to 69.5%.

Source: U.S. Census Bureau, Note: Service area zip codes include: 92551, 92552, 92553, 92554, 92555, 92556, 92570, 92571, 92572, and 92599.

B. By gender/sex: Of the 293,022 people in the college’s service area, 49.4% are female and 50.6% are male.

Source: U.S. Census Bureau, Note: Service area zip codes include: 92551, 92552, 92553, 92554, 92555, 92556, 92570, 92571, 92572, and 92599.

4. College Accomplishments and Planning Timeline

1. Planning and Data Workshops – Success, Persistence, Equity, and Retention, Early Alert Redesign, and Zero Textbook Costs/Low Cost Textbook Costs.

During the Academic Year 2024-25, the Institutional Effectiveness and Governance Committee completed a Planning and Data Workshop in Spring 2025. The process was going to various committees, including Academic Senate, Academic Senate committees, College Council, and College Council committees and collecting feedback. After collecting feedback college-wide, a college-wide workshop was held on April 4th, 2025 with participation from students, classified professionals, faculty, and administrators. Participants reviewed submissions from each committee and set priorities that were sent through governance. Through this process, the college set the following priorities:

For 2025-26, the Institutional Effectiveness and Governance Committee will use the same process to review and update the Integrated Strategic Plan in Spring 2026. However, to improve regular assessment, the committee will also include the Student Equity Plan 2025-28. Additional details about the process plans are in the following sections. Finally, in Spring 2026, the college will be holding a success, persistence, equity, and retention retreat led by faculty and a workgroup has been formed to reimagine early alert.

To view the process and priorities, visit the Moreno Valley College’s To view the plan, visit the Moreno Valley College’s - Moreno Valley College’s - Planning Priorities 2024-25

2. Process Plans(Student Equity and Strategic Enrollment Management Plans)

The 2025-2028 Student Equity Plan (SEP) was written over the course of 2024-25, the plan incorporates feedback from 2022-25 cycle and provides the foundation for process plans at Moreno Valley College. During 2024-25, the college reviewed and updated its strategic plan that will be completed by 2030. Through this process, the college focused on both vertical and horizontal alignment.

Detailed timeline:

  1. September 2024 – Institutional Effectiveness Report 2022-25 – Spring 2025 Edition produced by Office of Institutional Effectiveness.

  2. November 2025 - Institutional Effectiveness Report 2022-25 – Spring 2025 Edition reviewed and finalized by Institutional Effectiveness and Governance Committee.

  1. New Survey Reports: Student Voice Survey and Class Registration

  2. New Planning Updates: Review of Mission, Vision, and Values and Evaluation of Integrated Strategic Plan

  3. New Definitions: Integrated Strategic Plan [Outcome Plans (such as outcome goal - losing weight) vs. Strategic Enrollment Management Plan & Student Equity Plan [Process Plans] (such as process goal – exercising 30 minutes a day and eating healthier)

  1. February 2025 - Institutional Effectiveness Report 2022-25 – Spring 2025 Edition presented to Academic Senate and College Council (retreat and committee meeting). Feedback collected.

  2. March 2025 - Institutional Effectiveness Report 2022-25 – Spring 2025 Edition presented to various governance committees and called the Planning and Data Tour. Feedback collected.

  3. April 2025 – Planning and Data Workshop is held to review feedback and prioritize actions for Academic Year 2025-26 and review updated Integrated Strategic Plan.

  4. May 2025 – Institutional Effectiveness and Governance Committee (IEGC) reviews priorities and goals collected through planning process. IEGC sends recommendation to College Council and Academic Senate.

Through the last strategic planning cycle, we learned that integrating equity and guided pathways into our planning cycles are essential to meet our goals. Additionally, the work of fully implementing a guided pathways framework takes time and conversations on structure are needed to ensure future success. The work is all interdependent, so time and patience are needed, while implementing a new governance structure and plan, evaluation processes, and redesigning the college to be student ready. By integrating our planning and governance, it has allowed the college to be nimble and adjust quickly to ensure we fully implement a guided pathways framework. In 2024-25, the Student Equity Plan was reviewed alongside the Integrated Strategic Plan 2025-30 and new language was introduced in the Student Equity Plan being a process plan. This means the Integrated Strategic Plan 2025-30 is and outcome plan (such as outcome goal - losing weight) versus the Strategic Enrollment Management Plan & Student Equity Plan being process plans (such as process goal – exercising 30 minutes a day and eating healthier).

In addition to the Student Equity Plan, the overarching goal of Strategic Enrollment Management (SEM) was to develop and support a sustainable college-wide integrated system that maximizes student access and success, creates fiscal stability, and allows the college to anticipate scheduling needs. SEM is a college-wide responsibility, and its success depends on all college departments working in a coordinated fashion to identify enrollment goals that not only align with our mission, integrated strategic plan, and resources but also align with RCCD and California State Chancellor’s Office plans. The college reaches these goals through the effective integration of administrative processes, holistic student support services, curriculum and schedule planning, and market analysis. Collaboration among knowledgeable, well-trained professionals, cross functional collaborative teams and intentionally created opportunities to support enrollment management are critical to long-term SEM success. This Strategic Enrollment Management Plan is a guide to help the College achieve its enrollment goals. It is informed by the following college, district, and state plans. Below are the overarching goals of the Strategic Enrollment Management Plan.

For Spring 2026, the college will focus on updating, reviewing, and incorporating the Strategic Enrollment Management Program by utilizing the Planning and Data Workshop to ensure vertical and horizontal alignment, while taking into consideration the Student Equity Plan work completed in Spring 2025 and the current Strategic Enrollment Management work outlined in the 2025-26 logic model.

To view the process plans in more detail, please select the following links for the Moreno Valley College’s Student Equity and Strategic Enrollment Management Plans:

Moreno Valley College’s - Strategic Equity Plan 2025-28

Strategic Enrollment Management Plan 2022-25

Tracking document by responsible area

2. Strategic Enrollment Management 2025-26 Logic Model

3. Planning Timeline 2025-26 – Evaluate and update Integrated Strategic Plan, Student Equity Plan, and Strategic Enrollment Management Plan.

  1. September 2025 – Institutional Effectiveness Report 2025-30 – Spring 2026 Edition produced by Office of Institutional Effectiveness.

  2. November 2025 - Institutional Effectiveness Report 2025-30 – Spring 2026 Edition reviewed and finalized by Institutional Effectiveness and Governance Committee.

  1. New Survey Reports: Student Voice Survey and Class Registration
  2. New Planning Updates: Review of Mission, Vision, and Values and Evaluation of Integrated Strategic Plan
  3. New Definitions: Integrated Strategic Plan [Outcome Plans (such as outcome goal - losing weight) vs. Strategic Enrollment Management Plan & Student Equity Plan [Process Plans] (such as process goal – exercising 30 minutes a day and eating healthier)

  1. February 2026 - Institutional Effectiveness Report 2025-30 – Spring 2026 Edition presented to Academic Senate and College Council (retreat and committee meeting). Feedback collected on all plans including Integrated Strategic Plan, Student Equity Plan, Strategic Enrollment Management Plan, Mission, Vision, and Values.

  2. March 2026 - Institutional Effectiveness Report 2025-30 – Spring 2026 Edition presented to various governance committees and called the Planning and Data Tour. Feedback collected on all plans including Integrated Strategic Plan, Student Equity Plan, Strategic Enrollment Management Plan, Mission, Vision, and Values.

  3. April 2026 – Planning and Data Workshop is held to review feedback and prioritize actions for Academic Year 2026-27 and review updated Integrated Strategic Plan, Student Equity Plan, Strategic Enrollment Management Plan, Mission, Vision, and Values.

  4. April 2026 – Institutional Effectiveness and Governance Committee (IEGC) reviews priorities and goals collected through planning process. IEGC sends recommendation to College Council and Academic Senate.

To view the timeline for 2025-26, visit the Moreno Valley College’s – Moreno Valley College’s - Planning and Data Workshop Timeline 2024-25

To view the draft evaluation of the Integrated Strategic Plan 2025-30 – Click here

5. Equity Analysis

Overall, for 2024-25 we have been able to either close equity gaps or begin closing equity gaps:

  1. Black/African American student equity gap decreasing for earning an award.
  2. Native American/Alaskan student equity gap closed for access and earning and award.
  3. Native Hawaiian/Pacific Islander student equity gap closed for English & math and persistence.
  4. White student equity gap closed for English & math.
  5. Male student equity gap closed for transfer.
  6. 30-34 year old student equity gap closed for transfer.
  7. 35-39 year old student equity gap decreasing for English & math.
  8. 40+ year old student equity gap closed for earning and award.

Significant progress for our LatinX/Hispanic population and other populations through auto-awarding:

During the 2017-18 academic year, the Riverside Community College District (RCCD) initiated support for the three colleges to implement the auto awarding of degrees and certificates. Moreno Valley College initiated the automatic awarding process and, as a result, the total number of awards (ADT, AA, AS, and certificates) increased 35% from 1,520 in 2016-17 to 2,318 in 2017-18. Additionally, with this new procedure, the college increased the number of students receiving a degree by 59%, a certificate by 30%, and students that transfer by 16%. In each case, Latinx/Hispanic population increased by the same rate or higher than the overall for degrees, certificates, and transfers over this time period. In recent data, a similar trend has continued.

Below you will find areas, where we still need to continue closing our equity gaps:

  1. Black/African American students are disproportionately impacted on transfer English & math, and earning a degree and/or certificate (an award).
  2. Native American/Alaskan students are disproportionately impacted on fall to spring persistence, transfer English and math, and transfer.
  3. Native Hawaiian/Pacific Islander students are disproportionately impacted on transfer English & math.
  4. Asian students are disproportionately impacted on earning an award and transfer.
  5. White students are disproportionately impacted on persistence and transfer.
  6. Two or more races are disproportionately impacted on transfer English & math.
  7. Female students are disproportionately impacted on earning an award.
  8. Non-binary students are disproportionately impacted on transfer English & math and earning and award.
  9. 20-24 year old students are disproportionately impacted on transfer English & math.
  10. 25-29 year old students are disproportionately impacted on transfer English & math and persistence and transfer.
  11. 30-34 year old students are disproportionately impacted on transfer English & math and persistence .
  12. 35-39 year old students are disproportionately impacted on access, transfer English & math, persistence and transfer.
  13. 40+ year old students are disproportionately impacted on access, transfer English & math, persistence and transfer.
Table 5.1 - Key Performance Indicators Equity Analysis
Key Performance Indicator Demographic 18-19 19-20 20-21 21-22 22-23 23-24 25-25 D.I. Gap Gap Change 23-24 to 24-25
Student Access - Headcount Trends (% of population) Black/African American 10.8% (0.92) 10.2% (0.95) 9.0% (0.88) 6.6% (1.00) 9.6% (1.07) 9.6% (1.00) 11.0% (1.15) No No gap
Student Access - Headcount Trends (% of population) Native American/Alaskan 0.4% (1.23) 0.3% (0.90) 0.2% (0.54) 0.2% (0.69) 0.2% (1.16) 0.2% (0.80) 0.5% (2.84) No Gap closed
Student Access - Headcount Trends (% of population) Asian 5.6% (1.04) 5.7% (1.02) 6.6% (1.16) 8.9% (1.00) 5.3% (0.80) 5.6% (1.07) 7.1% (1.27) No No gap
Student Access - Headcount Trends (% of population) Latinx/Hispanic 64.1% (1.02) 64.1% (1.00) 64.4% (1.01) 65.4% (1.02) 65.1% (1.01) 66.1% (1.01) 65.3% (0.99) No No gap
Student Access - Headcount Trends (% of population) Two or more 0.4% (0.82) 1.9% (0.96) 3.1% (1.63) 3.2% (1.05) 4.0% (1.29) 4.0% (0.99) n/a n/a n/a
Student Access - Headcount Trends (% of population) Native Hawaiian/Pacific Islander 0.5% (1.15) 0.5% (0.99) 0.4% (0.89) 0.3% (1.15) 0.3% (0.79) 0.3% (1.02) 0.5% (1.39) No No gap
Student Access - Headcount Trends (% of population) White 16.0% (0.96) 15.2% (0.95) 15.7% (1.03) 14.8% (0.94) 14.7% (0.94) 13.5% (0.92) 14.9% (1.10) No No gap
Student Access - Headcount Trends (% of population) Female 57.5% (0.98) 41.5% (1.00) 51.1% (1.03) 58.4% (0.98) 55.2% (0.93) 54.5% (0.98) 55.4% (0.99) No No gap
Student Access - Headcount Trends (% of population) Male 41.8% (1.03) 41.5% (0.99) 34.0% (0.96) 40.8% (1.03) 43.9% (1.11) 44.6% (1.00) 43.2% (1.01) No No gap
Student Access - Headcount Trends (% of population) unreported 0.7% (1.00) 0.8% (1.09) 0.6% (0.96) 0.5% (0.74) 0.5% (0.74) 0.6% (1.05) 1.4% (1.22) No No gap
Student Access - Headcount Trends (% of population) Non-binary n/a n/a 0.1% (1.51) .02% (2.52) 0.3% (3.56) 0.6% (1.70) n/a No No gap
Student Access - Headcount Trends (% of population) 19 or less 28.3% (1.02) 30.8% (1.09) 23.6% (0.89) 27.0% (0.98) 27.7% (1.01) 32.8% (1.11) 36.6% (1.11) No No gap
Student Access - Headcount Trends (% of population) 20-24 34.3% (0.96) 32.9% (0.96) 28.5% (1.01) 34.0% (1.03) 33.3% (1.00) 29.2% (0.91) 27.4% (0.94) No No gap
Student Access - Headcount Trends (% of population) 25-29 16.1% (1.02) 14.7% (0.91) 12.5% (0.99) 15.0% (1.03) 14.2% (0.98) 13.7% (0.98) 13.3% (0.97) No No gap
Student Access - Headcount Trends (% of population) 30-34 8.5% (1.07) 8.4% (0.98) 8.2% (1.14) 9.4% (0.98) 9.2% (0.96) 8.7% (0.96) 9.1% (1.05) No No gap
Student Access - Headcount Trends (% of population) 35-39 5.1%(1.07) 5.4% (1.06) 5.3% (1.14) 5.6% (0.91) 5.9% (0.97) 6.2% (1.05) 5.5% (0.88) Yes New gap
Student Access - Headcount Trends (% of population) 40+ 7.7% (0.94) 7.8% (1.02) 7.7% (1.16) 9.0% (1.00) 9.6% (1.07) 9.3% (0.98) 8.1% (0.87) Yes New gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Black/African American 52.5% (0.97) 47.4% (0.92) 50.7% (1.03) 50.7% (1.02) 48.5% (0.99) 50.3% (1.00) 49.8% (1.07) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Native American/Alaskan 68.6% (1.27) 43.2% (0.83) 42.9% (0.87) 29.4% (0.59) 25.0% (0.51) 75.0% (1.49) 30.0%(0.64) Yes New gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Asian 55.7% (1.03) 53.2% (1.03) 51.6% (1.05) 49.0% (0.99) 49.0% (1.01) 49.6% (0.98) 47.1%(1.01) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Latinx/Hispanic 56.8% (1.05) 54.7% (1.06) 50.9% (1.03) 50.6% (1.02) 49.2% (1.01) 51.2% (1.01) 47.8%(1.03) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Two or more 42.3% (0.78) 45.2% (0.88) 39.2% (0.80) 46.5% (0.94) 49.8% (1.03) 51.9% (1.03) 43.5%(0.93) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Native Hawaiian/Pacific Islander 50.0% (0.92) 40.5% (0.78) 48.4% (0.98) 71.4% (1.44) 54.2% (1.11) 42.9% (0.85) 52.2%(1.12) No Gap closed
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) White 43.9% (0.81) 40.9% (0.79) 42.7% (0.87) 43.1% (0.87) 45.6% (0.94) 46.4% (0.92) 35.4%(0.76) Yes New gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Female 55.8% (1.03) 52.4% (1.02) 49.6% (1.01) 50.6% (1.02) 47.4% (0.98) 49.3% (0.98) 46.6%(1.00) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Male 51.7% (0.95) 50.0% (0.97) 48.9% (0.99) 47.3% (0.95) 50.4% (1.04) 51.7% (1.03) 46.6%(1.00) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) unreported 63.5% (1.17) 61.6% (1.19) 52.0% (1.05) 71.8% (1.45) 38.7% (0.80) 45.3% (0.90) 48.8%(1.05) No Gap closed
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Non-binary n/a n/a 60.0% (1.21) 72.2% (1.46) 39.1% (0.81) 65.1% (1.29) 49.4%(1.06) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) 19 or less 65.8% (1.21) 66.3% (1.28) 58.4% (1.18) 59.7% (1.21) 56.3% (1.16) 61.5% (1.22) 56.6%(1.21) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) 20-24 52.9% (0.98) 50.4% (0.98) 48.2% (0.98) 45.6% (0.92) 44.5% (0.92) 46.2% (0.92) 43.2%(0.93) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) 25-29 45.7% (0.84) 42.7% (0.83) 44.1% (0.89) 42.5% (0.86) 42.5% (0.87) 42.2% (0.84) 39.5%(0.85) Yes No improvement
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) 30-34 49.0% (0.90) 37.0% (0.72) 39.4% (0.80) 44.6% (0.90) 41.2% (0.85) 45.3% (0.90) 40.7%(0.87) Yes New gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) 35-39 45.8% (0.85) 39.4% (0.76) 43.2% (0.87) 46.3% (0.93) 44.0% (0.90) 42.2% (0.84) 40.6%(0.87) Yes No improvement
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) 40+ 44.7% (0.83) 33.8% (0.66) 44.9% (0.91) 49.3% (1.00) 49.8% (1.02) 48.9% (0.97) 40.4%(0.87) Yes New gap
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Black/African American 3.8% (0.63 4.1% (0.53) 0.4% (0.62) 5.3% (0.77) 2.1% (0.44) 5.3%(0.79)
Yes No improvement
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Native American/Alaskan 0.0% (0.0)0 6.7% (0.86) 0.0% (0.00) 0.0% (0.00) 0.0% (0.00) 0.0%(0.00)
Yes No improvement
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Asian 9.6% (1.58) 14.7% (1.89) 2.7% (4.21) 15.4% (2.25) 6.5% (1.37) 11.4%(1.73)
No No gap
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Latinx/Hispanic 6.7% (1.10) 8.6% (1.11) 0.5% (0.80) 6.6% (0.96) 5.6% (1.16) 6.6%(1.00)
No No gap
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Two or more 4.2% (0.69) 9.4% (1.21) 0.0% (0.00) 7.4% (1.08) 5.1% (1.07) 5.6%(0.84)
Yes New gap
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Native Hawaiian/Pacific Islander 5.9% (0.97) 6.7% (0.86) 0.0% (0.00) 22.2% (3.25) 0.0% (0.00) 22.2%(3.36)
No Gap closed
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) White 5.5% (0.91) 6.5% (0.84) 0.8% (1.22) 6.2% (0.90) 3.0% (0.62) 6.5%(0.97)
No Gap closed
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Female 6.1% (1.01) 8.4% (1.09) 0.4% (0.58) 7.5% (1.10) 4.5% (0.95) 6.4%(0.97)
No No gap
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Male 6.1% (1.01) 6.8% (0.87) 1.0% (1.55) 6.2% (0.91) 5.1% (1.07) 7.1%(1.07)
No No gap
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) unreported 2.0% (0.33) 10.8% (1.39) 0.0% (0.00) 0.0% (0.00) 3.2% (0.67) 0.0%(0.00)
Yes No improvement
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Non-binary n/a n/a 0.0% (0.00) 0.0% (0.00) 3.8% (0.81) 4.2%(0.63)
Yes No improvement
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) 19 or less 10.2% (1.69) 11.7% (1.51) 1.1% (1.62) 10.2% (1.49) 7.6% (1.60) 10.6%(1.59)
No No gap
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) 20-24 2.6% (0.43) 3.7% (0.48) 0.0% (0.00) 3.9% (0.57) 3.1% (0.66) 5.8%(0.87)
Yes No improvement
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) 25-29 2.6% (0.42) 3.0% (0.38) 0.3% (0.47) 1.6% (0.23) 1.1% (0.24) 2.1%(0.31)
Yes No improvement
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) 30-34 1.2% (0.20) 2.9% (0.38) 0.5% (0.76) 1.9% (0.28) 2.0% (0.34) 0.6%(0.09)
Yes No improvement
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) 35-39 1.3% (0.21) 2.5 % (0.32) 0.7% (1.09) 6.7% (0.97) 0.0% (0.00) 2.4%(0.36)
Yes Gap decreasing
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) 40+ 0.0% (0.0) 1.6% (0.21) 0.6% (0.85) 1.5% (0.22) 1.0% (0.21) 1.8%(0.27)
Yes No improvement
Earned an Award (% of subpopulation that earned an award) Black/African American 7.5% (0.75) 5.7% (0.94) 7.9% (0.86) 11.1% (0.79) 6.2% (0.71) 5.9% (0.74) 7.3% (0.86) Yes Gap decreasing
Earned an Award (% of subpopulation that earned an award) Native American/Alaskan 7.1% (0.71) 2.8% (0.45) 16.7% (1.83) 18.2% (1.30) 12.5% (1.44) 3.4% (0.43) 9.4% (1.10) No Gap closed
Earned an Award (% of subpopulation that earned an award) Asian 8.0% (0.79) 5.9% (0.97) 7.0% (0.76) 13.8% (0.98) 7.9% (0.92) 5.7% (0.72) 6.0% (0.70) Yes No improvement
Earned an Award (% of subpopulation that earned an award) Latinx/Hispanic 9.6% (0.96) 6.5% (1.06) 9.5% (1.04) 14.2% (1.01) 9.0% (1.04) 8.3% (1.04) 8.5% (1.01) No No gap
Earned an Award (% of subpopulation that earned an award) Two or more 17.5% (1.74) 7.4% (1.21) 6.5% (0.71) 10.4% (0.74) 7.6% (0.88) 7.4% (0.92) n/a n/a n/a
Earned an Award (% of subpopulation that earned an award) Native Hawaiian/Pacific Islander 4.3% (0.43) 2.8% (0.45) 7.3% (0.80) 20.0% (1.42) 4.0% (0.46) 12.3% (1.54) 9.8% (1.15) No No gap
Earned an Award (% of subpopulation that earned an award) White 13.7% (1.37) 5.6% (0.92) 9.6% (1.06) 16.1% (1.15) 9.1% (1.06) 8.7% (1.09) 8.0% (0.93) No No gap
Earned an Award (% of subpopulation that earned an award) Female 9.4% (0.93) 6.1% (1.00) 8.7% (0.95) 13.1% (0.93) 7.8% (0.90) 7.1% (0.89) 7.5% (0.88) Yes No improvement
Earned an Award (% of subpopulation that earned an award) Male 11.0% (1.09) 6.2% (1.02) 9.7% (1.06) 15.4% (1.09) 9.7% (1.12) 9.3% (1.16) 9.2% (1.08) No No gap
Earned an Award (% of subpopulation that earned an award) unreported 12.1% (1.21) 1.7% (0.28) 12.4% (1.36) 22.8% (1.62) 13.4% (1.55) 3.1% (0.39) 27.8% (3.27) No Gap closed
Earned an Award (% of subpopulation that earned an award) Non-binary n/a n/a 23.1% (2.53) 0.0% (0.00) 3.8% (0.28) 1.0% (0.13) n/a Yes Gap increasing
Earned an Award (% of subpopulation that earned an award) 19 or less 10.2% (1.02) 2.5% (0.40) 4.5% (0.50) 6.5% (0.46) 4.2% (0.49) 3.9% (0.49) 3.1% (0.39) Yes No improvement
Earned an Award (% of subpopulation that earned an award) 20-24 9.6% (0.95) 7.9% (1.29) 11.3% (1.24) 17.4% (1.24) 11.1% (1.28) 10.9% (1.36) 11.5% (1.45) No No gap
Earned an Award (% of subpopulation that earned an award) 25-29 12.1% (1.20) 10.1% (1.65) 12.8% (1.40) 19.9% (1.42) 12.9% (1.49) 10.3% (1.29) 11.8% (1.47) No No gap
Earned an Award (% of subpopulation that earned an award) 30-34 10.5% (1.05) 6.9% (1.13) 9.6% (1.05) 15.2% (1.08) 10.2% (1.17) 9.6% (1.20) 11.1% (1.39) No No gap
Earned an Award (% of subpopulation that earned an award) 35-39 8.9% (0.88) 5.8% (0.95) 10.5% (1.15) 17.7% (1.26) 7.6% (0.88) 7.8% (0.98) 9.7% (1.21) No No gap
Earned an Award (% of subpopulation that earned an award) 40+ 7.4% (0.74) 5.0% (0.82) 7.6% (0.84) 10.9% (0.77) 6.1% (0.70) 7.1% (0.88) 9.4% (1.17) No Gap closed
Transferred (% of subpopulation that transferred) Black/African American 4.4% (1.06) 4.7% (1.07) 6.9% (1.12) 6.2% (0.94) 4.2% (1.02) 4.6%(1.12) 3.3%(0.94) No No gap
Transferred (% of subpopulation that transferred) Native American/Alaskan 0.0% (0.33) 3.8% (0.64) 12.5% (2.05) 4.2% (0.63) 6.9% (1.28) 0.0%(0.00) 3.1%(0.88 Yes New gap
Transferred (% of subpopulation that transferred) Asian 4.9% (1.27) 4.1% (0.95) 5.8% (0.95) 5.1% (0.76) 4.5% (1.09) 3.6%(0.87) 2.6%(0.73) Yes No improvement
Transferred (% of subpopulation that transferred) Latinx/Hispanic 4.5% (0.97) 4.4% (1.01) 6.5% (1.07) 5.7% (0.86) 4.5% (1.09) 4.4%(1.06) 3.8%(1.08) No No gap
Transferred (% of subpopulation that transferred) Two or more 7.4% (2.00) 6.4% (1.47) 6.7% (1.10) 4.8% (0.73) 3.3% (0.81) 4.6%(1.12) n/a n/a n/a
Transferred (% of subpopulation that transferred) Native Hawaiian/Pacific Islander 1.4% (0.35) 2.8% (0.64) 7.3% (1.19) 3.6% (0.55) 5.3% (1.28) 8.8%(2.13) 4.3%(1.23) No No gap
Transferred (% of subpopulation that transferred) White 3.8% (0.91) 4.1% (0.94) 3.9% (0.63) 3.3% (0.49) 2.4% (0.58) 2.8%(0.67) 2.3%(0.64) Yes No improvement
Transferred (% of subpopulation that transferred) Female 4.8%(1.09) 4.5% (1.03) 6.7% (1.09) 5.9% (1.13) 4.8% (1.17) 4.7%(1.13) 3.8%(1.07) No No gap
Transferred (% of subpopulation that transferred) Male 3.9% (0.88) 4.3% (0.98) 5.3% (0.87) 4.3% (0.82) 3.3% (0.79) 3.4%(0.84) 3.2%(0.91) No Gap closed
Transferred (% of subpopulation that transferred) unreported 2.8% (0.60) 0.0% (0.00) 5.2% (0.84) 2.1% (0.40) 6.3% (1.52) 2.1%(0.51) 3.5%(0.98) No Gap closed
Transferred (% of subpopulation that transferred) Non-binary n/a n/a 0.0% (0.00) 7.7% (1.46) 4.0% (0.97) 6.0%(1.46) n/a No No gap
Transferred (% of subpopulation that transferred) 19 or less 3.1% (0.70) 3.6% (0.82) 5.5% (0.90) 5.2% (0.98) 3.2% (0.78) 4.3%(1.04) 3.8%(1.06) No No gap
Transferred (% of subpopulation that transferred) 20-24 5.8% (1.30) 5.6% (1.29) 7.8% (1.28) 7.0% (1.33) 6.0% (1.46) 5.1%(1.23) 4.2%(1.18) No No gap
Transferred (% of subpopulation that transferred) 25-29 4.5% (1.04) 5.4% (1.24) 7.3% (1.19) 5.0% (0.96) 4.8% (1.16) 4.6%(1.11) 3.1%(0.87) Yes New gap
Transferred (% of subpopulation that transferred) 30-34 5.5% (1.31 3.8% (0.87) 4.9% (0.81) 3.6% (0.69) 3.2% (0.79) 3.2%(0.79) 3.3%(0.92) No Gap closed
Transferred (% of subpopulation that transferred) 35-39 3.7% (0.80) 3.1% (0.70) 2.9% (0.47) 3.4% (0.64) 2.0% (0.49) 1.9%(0.46) 2.1%(0.59) Yes No improvement
Transferred (% of subpopulation that transferred) 40+ 2.4% (0.55) 1.7% (0.39) 3.2% (0.52) 2.5% (0.49) 2.3% (0.55) 2.1%(0.52) 2.1%(0.58) Yes No improvement
Note:
For this analysis proportionality index was used.

Note: Either the percent of the population or of the subpopulation is given in the table for the given metric and subgroup. The number in the parenthesis is the proportionately index, which compares the proportion to the metric on either the population/cohort to the overall outcome.

For example, the proportionately index for degrees would compare the graduation student population to the overall student population. Suppose the student population is 20% for a specific student demographic (i.e. race/ethnicity, gender/sex, age, etc.) and the graduation student population is 10% that same student demographic. The proportionately index would be 10% (graduation -outcome) / 20% (student population) = .5. This means the graduation student population is .5 of the overall student population and that we have an equity gap, since it is less than 1.

1 means the proportion is the same [no equity gap]. Less than 1,specifically less than .9, means the proportion of outcome is less than population/cohort [equity gap]. Greater than 1 means proportion of outcome is greater than population/cohort [no equity gap - subgroup is outperforming baseline]

Transfer data is available in December for the previous academic year. Due to differing enrollment periods and National Student Clearinghouse data uploads across 4 year institutions, data is pulled in December to capture as much transfer data as possible. Transfer metrics (Ed goal & Transfers) for the 24-25 academic year will be updated in November/December 2025 when data is available for that year.

Next update: November/December 2026

Other recommendations that we are focused on by our Equity Audit and Plan:

  1. Conduct an equity map to catalog all of the equity related efforts on campus.

  2. Center equity within all Flex Day activities and campus professional learning experiences.

  3. Ensure that all campus constituents, especially classified professionals and part time faculty, are able to participate in professional learning experiences 1 Equity Audit Recommendations not included in the plan include the following: “Develop a communication guide to explain the college prioritization process and include: vocabulary, the roles of key groups, guiding questions or key elements that should be focused on to help create transparency and clarity around how decisions are made” and “Planning for the design of the physical campus space should be inclusive and responsive to the needs of different groups of students.” 6 (especially those focused on equity), announce campus-wide initiatives, and highlight equity advancing practices.

  4. Identify ways in which Flex Day schedules can be more inclusive of stakeholder groups across campus, both in content shared and presenters of key information.

  5. Establish common language around key definitions of equity, disproportionate impact, diversity, and inclusion.

  6. Conduct critical dialogue facilitation training with department managers and campus leadership to promote and model effective communication and feedback strategies.

  7. Embed equity action plans within all employee evaluations to encourage the engagement with equity advancing work on campus (and/or beyond) and highlight areas of opportunity for the campus to meet the professional learning needs of faculty, staff, and administrators.

  8. Establish a space for ongoing critical reflection, learning, and adaptation of individual practices. This includes learning about issues of equity, structural racism and anti-racism, intentional critical self-reflection of individual practices, and collaboration and thought partnership with colleagues.

  9. Conduct Student Support Services Bi-Annual retreats/planning sessions to share knowledge, on-board/support new employees, address priorities or issues, etc.

  10. Establish an Equity Innovation Fund/Grant to promote creative thinking of campus constituents. Participants can submit an idea of a pilot project and/or updates to current programs and services to enrich the student’s experience.

  11. Develop accessible training and professional learning experiences to be able to better support students in acquiring knowledge and develop critical thinking skills to advocate for equity and justice.

  12. Develop a forms committee to review and evaluate the usefulness of student forms and processes. The committee should be charged with identifying changes to be made so forms are more user friendly, clear in instructions, provide expected next steps, and contact information. Additionally, the content should be written in student ready language that promotes student advocacy and clarity in process.

For more detailed analysis, visit the Moreno Valley College’s - Equity Audit

6. Findings and Additional Data

Moreno Valley College’s progress toward its 2030 strategic goals demonstrates clear momentum in expanding equity in access, particularly through strong recoveries and gains in enrollment. Full-Time Equivalent Students and unduplicated headcount have fully rebounded from pandemic impacts, with notable double-digit increases and particularly strong growth in dual enrollment programs. At the same time, areas such as high school capture rates and first-year Math and English completion illustrate persistent barriers, especially for disproportionately impacted student groups including Black, Asian, Pacific Islander or Hawaiian Native, and students identifying with two or more racial identities. These patterns reveal that while access is improving, equitable access ensuring all communities enroll and persist at comparable rates remains an essential focal point.

On the support side, the college continues to refine efforts that advance equity in student success and persistence. Fall-to-spring persistence, course success rates, and the number of degrees and certificates awarded all show incremental or significant improvements, with course success experiencing a notable rise in the last year. Yet, stable persistence rates and slower improvements in transfer and completion timelines indicate that many students particularly Native American or Alaskan, Asian, Pacific or Hawaiian Native, and students of two or more races still face challenges navigating and staying on their educational path. The college’s continued investment in culturally responsive teaching, expanded technology and resource access, strengthened engagement centers, and equitable hiring practices reflects a commitment to ensuring that academic progress is matched by equitable and holistic support structures.

The college’s strategic approaches reinforce this commitment by centering targeted, equity-driven interventions. These include developing multilingual and culturally informed outreach materials, streamlining dual-enrollment and entry processes, expanding embedded classroom support, normalizing tutoring, institutionalizing auto-awarding, scaling credit for prior learning, and strengthening mentorship and transfer pathways. Collectively, these strategies position the college to close equity gaps not only in who gets in the door, but in who thrives, completes, and transfers advancing the institution’s vision of equitable access paired with equitable support at every stage of the student journey.

To view the data in more detail, please review the
presentation in meeting the college’s goals

A. Application Conversion Rate

Since 2015-16, the application conversion rate, which is the percent of applications that enroll in a class at Moreno Valley College (MVC), was between 33.7% and 51.8%. In 2023-24, the application conversion rate was 51.8%, which was 8,200 out of 15,815 applicants enrolling in a class at Moreno Valley College. It appears that the guided pathways framework and tying MVC’s programs to the labor market has impacted the application conversion rate as we have seen an 11% increase in the rate from 2022-23 to 2023-24 and a reduction in the number of students who apply and do not enroll at MVC.

Source: Colleague, Next update: July 2026

B. English and Math in the First Year

Since 2016-17, the English and math in the first year, which is the percentage of first-time students that attempt and successfully complete (A, B, or C) English and math in the first year, has increased from 9.9% to 72.7% for attempting and 5.0% to 47.3% for successfully completing. Comparing 2022-23 to 23-24, the successfully completing increased by 20.3 percentage points, which is a larger increase than our previous highest increase in 2020-21 of 12.5%.

For English, first-time students that attempt in the first year has increased from 41.5% in 2016-17 to 72.7% in 2023-24. Additionally, those that successfully complete has increased from 30.8% to 47.3%, which is a slight increase from last year (46.5%).

For math, first-time students that attempt in the first year has increased from 12.2% in 2016-17 to 77.2% in 2023-24. Additionally, those that successfully complete has increased from 6.3% to 49.3%, which is our highest rate and a 34.5 percentage point increase from last year.

In conclusion, Moreno Valley College has made progress in first-time students that attempt and successfully complete English and Math in the first year. This can be attributed to the placement of students into transfer-level English and math and the communities of practices for both disciplines. This has also led to the additional focus of course success rate and ensuring students pass transfer-level English and math on their first attempt.For students that are black/african american, Native American/Alaskan, Native Hawaiian/Pacific Islander, white, and students over 20 years old are disproportionately impacted on successfully completing English and math in the first year.

- English and math: Local Data

Source: Colleague, Next update: November 2026

- English and math: CCCCO DataVista

Source: CCCCO DataVista 2.0

C. Course Success Rate

The course success rate, which is the percentage of As, Bs, Cs, or Ps out of all grades, increased from 68.8% to 74.4% from 2015-16 to 2024-25. For 2024-25, the course success rate was 74.4% (42,041 passing grades out of 56,507). From 2023-24 to 2024-25, enrollments increased from 51,556 to 56,507 (9.6%), surpassing the highest rate over the past ten years seen in 2019-2020 (55,328).

Moreno Valley College has set a college goal of 78%, which would be 44,075 passing grades. To reach our goal, we need 2,034 Ds, Fs, NPs or Ws to change to a passing grade. Additionally, the college still has persistent equity gaps, when it comes to course success rate. Students that identify as black/african american had a course success rate of 66.7% in 2024-25, which is an increase of 3.5 percentage points from 2023-24, compared to latinx/hispanic and white students having a course success rate of 75.0% and 73.2%, respectively.

To view more course success rates, visit the Program Review Dashboard

To view our institutional set-standards report, visit the Institutional Set Standards - March 2023

Source: Colleague, Next update: July 2026

D. Persistence Rate

The persistence rate, is the percentage of those that stay enrolled from major(fall) term to major(spring) term. For example, if a student is enrolled in a fall semester, they persist if they enroll in the following spring semester. Therefore, the persistence rate is the percentage of students that enroll in the following major term.

From 2018-19 to 2023-24 the fall-to-fall persistence rates for all students has decreased from 40.4% to 30.0%, which peaked in 19-20 at 40.9%. When examining only those students with an educational goal that includes intentions to transfer or earn an associates degree, for 2023-24 the fall-to-fall persistent rate remains similar at 30.7%.

The fall-to-fall persistence rates for fall starts increased from 39.7% in 2018-19 to 42.8% in 2023-24, peaking in 2021-22 at 46.3%.

From 2018-19 to 2024-25, the fall-to-spring persistence rates for all students has decreased from 55.0% to 46.6%, which is the lowest since 2018-19. Over the last three years, we had a fall-to-spring persistence rate of around 50%. This means 5 in 10 students that are enrolled in fall do not enroll in the following spring semester.

The fall-to-spring persistence rates for fall starts increased from 46.0% in 2019-20 to 55.0% in 2023-24 and decreased in 2024-25 to 52.6%. Students that identify as Native American/Alaska Native and students who are 25 years old or older are disproportionately impacted in fall-to-spring persistence.

To view more persistence rates, visit the Strategic Planning Dashboard

- Fall-to-fall Persistence

Source: Colleague/MIS Next update: February 2026

- Fall-to-spring Persistence: Local Data

Source: Colleague/MIS Next update: August 2026

- Fall-to-spring Persistence: DataVista

Source: CCCCO DataVista 2.0

E. Completion of an Educational Goal (Certificate, Degree, or Transfer) in time

The completion of an education goal is measured by following a student through their education journey and finding out if they received a certificate, received a degree, or transferred in 2, 4, or 6 years. Since 2015-16, Moreno Valley college increased the completion of an educational goal in 2 years from 2.9% to 7.8% in 2023-24. This has led to the decrease in the median time to degree for students and less units to receive their educational goal. Students that identify as black/African American, Asian, and females are disproportionately impacted in earning a degree and/or certificate. Students that are Asian, Native American/Alaskan, White, age 25-29 or 35 or older are disproportionately impacted in transferring to a 4 year university.

Source: Colleague/MIS, Next update: November/December 2026

For more detailed analysis, visit the Strategic Planning Dashboard

F. College-Going Rate from Moreno Valley and Val Verde Unified School Districts

G. Annual Headcount

A student is counted in the unduplicated headcount, if they took a course at Moreno Valley College, in that given year. In 2024-25, Moreno Valley College had 20,187 students take at least one course at the college. From 2013-14 to 2019-20, Moreno Valley college saw an upward trend in annual unduplicated headcount going from 13,447 in 2015-16 to 16,925 in 2019-20. Additionally, from 2019-20 to 2021-22, Moreno Valley College saw a decrease from 16,925 to 12,977, which was a 23% decrease in the number of students enrolled at MVC. From 2021-22 to 2024-25, the annual unduplicated headcount increased by 55.6% going from 12,977 in 2021-22 to 20,187. The trend is similar for those who received the California College Promise Grant going from 10,290 in 2019-20 to 6,995 in 2021-22, a 32% decrease. From 2022-23 to 2024-25, this number increased 39.4% from 8,227 to 11,465.

Source: Colleague/MIS, Next update: July 2026

H. Financial Aid Summary

Source: Colleague/MIS, Next update: November 2026

I. Student Unit Load

Source: CCCCO Datamart, Next update: February 2026

J. Student Education Goals

Source: Colleague/MIS, Next update: February 2026

K. Citizenship Status

Source: CCCCO Datamart, Next update: February 2026

L. Full-Time Equivalent Students

A full-time equivalent student is the equivalent of one student enrolled 15 hours per week for two 17.5 week semesters (One student being “full-time”). There are a variety of courses from credit to non-credit and daily contact to weekly contact hours. However, a majority of our courses at Moreno Valley College are credit and weekly contact hour courses. Given we are on a compressed calendar, our term length multiplier is less than the 17.5 for a standard calculation. To calculate the FTES for one course that meets over the entire semester, we need the contact hours of the course (weekly hours the course meets), the amount of students at census (enrollment), and the term length multiplier (set by state chancellor’s office based on our instructional calendar). For a typical course that meets once a week from 8:00am-11:00am with 35 students at census, the course contact hours would be 3.2. Therefore, the FTES for the course would be 3.2 (Course contact hours) * 35 (number of students at census) * 16.8 (Term Length Multiplier) / 525 (one student being “full-time”), which is 1881.6 / 525 = 3.6 FTES. To see different calculations, please see ‘Understanding and Calculating FTES and Efficiency’ below.

For 2023-24, Moreno Valley College had 7,227.91 credit FTES. Since 2019-20, the college has had a downward trend similar to annual unduplicated headcount.The credit FTES for 2019-20 was 7,503. The difference between 2019-20 to 2021-22 is -2,006, which is a decrease of 27% in FTES. Some of the biggest decreases are in English and math, where FTES has decreased from 1,052 and 1,055 in 2018-19 to 569 and 443 FTES in 2021-22, respectively. For 2022-23, the increase in FTES from 2021-22 was 15%, with our new Strategic Enrollment Management Plan, this trend has continued into 2023-24 with an increase of 14% increase from 2022-23.We expect to continue this trend into 2024-25 and need 276 additional FTES to recover to 2019-20 FTES.

To learn more about how FTES is calculated, visit Understanding and Calculating FTES and Efficiency

For more detailed FTES data, visit the Strategic Enrollment Management Dashboard

- Credit and Non-Credit

Source: CCCCO Datamart, Next update: August 2026

M. Career Education

Source: CCCCO Datamart, Next update: August 2026

N. Transfer

Source: CCCCO Datamart, Next update: August 2026

O. Basic Skills

Source: CCCCO Datamart, Next update: August 2026

P. Degrees, Certificates, and Transfers Awarded

Since 2015-16, there has been an upward trend for certificates and degrees awarded. In 2015-16, there were 271 certificates and 702 degrees awarded. In 2024-25, there were 780 certificates and 1,728 degrees awarded. That is a 188% and 146% increases, respectively. Additionally, the number of students that transferred has increased from 567 in 2015-16 to 727 in 2024-25.

In conclusion, the college has started its implementation of a guided pathways framework and removed barriers by implementing an auto-ward program. This has led to more students graduating with more certificates and degrees in less time.

For more detailed analysis, visit the Strategic Planning Dashboard

- Awards

Source: Colleague/MIS, Next update: August 2026

- Transfers

Source: Colleague/MIS, Next update: November/December 2026

7. Enrollment, Success, and Retention Definitions

  1. Application Conversion Rate is the total number of students who applied and enrolled divided by the total number of applications.

  2. Award is any degree or certificate.

  3. Attempt Transfer Level English and Math Rate is the total number of first-time students who attempt transfer level English and math in their first year divided by the total number of first-time students. Note. Includes discipline specific statistics courses (PSY-48/SOC-48). Special Admit, Police Academy and Fire Technology students are excluded.

  4. Career Technical Education(CTE): Courses and programs designed to provide students with knowledge and skills necessary for employment and career advancement and designated by a “vocational” Taxonomy of Programs (TOP) code.

  5. Capture Rate is the total number of first- time students under age 20 in a fall semester divided by the total of the high school graduates from high schools in our feeder districts at the end of the previous academic year.

  6. Complete Transfer Level English and Math Rate is the total number of first-time students who earned an A, B, or C in both English and math in their first year divided by the total number of first-time students. Note. First-time students are given one full year from the first semester enrolled to complete English and math. Special Admit, Police Academy and Fire Technology students are excluded.

  7. Complete 9+ Units in Field of Study is the total number of students who earn an A, B, C, or Pass in 9 or more units in their field of study in their first year.

  8. Course Success rate is the number of students receiving an A, B, C, or Pass divided by the total number of enrollments.

  9. Credit Courses are designed for students who are interested in earning college units towards a degree or certificate. Students who take credit courses receive a letter grade (A, B, C, D or F) at the end of the semester.

  10. Data Measurements (Leading and Lagging Indicators)

  1. Leading indicators are predictive. They drive future performance. Leading indicators are in our control and lead to our success goals. Leading indicators are actionable for the target population. Some leading indicators include attendance, grades in subject areas or courses, and assessments. Knowing the outcomes for these metrics helps the college to determine the interventions and supports that students need to be successful.
  2. Lagging indicators tell us the story of what has happened in the past. Lagging indicators are our big goals, the long-term impact we hope to achieve: graduation rates, persistence to degree.
  1. Enrollments: The total number of enrollments generated by students (note: one student enrolled in three courses = 3 enrollments).
  1. Dual Enrollment: College courses taken by high school students, courses typically offered on the high school campus during the traditional school day, courses are typically taught by high school faculty who meet community college minimum qualifications, these courses serve primarily high school students.
  2. Concurrent Enrollment: College courses taken by high school students outside of the traditional school day, courses are typically offered on community college campus, courses are taught by community college faculty, and they are open to the public.

  1. Fall to Fall Persistence is the number of students enrolled in fall and enrolled the following fall semester divided by the total number of students enrolled in the initial fall semester.

  2. Fall to Spring Persistence is the number of students enrolled in both fall and spring semesters divided by the total number of students enrolled in the fall semester.

  3. Full-time Equivalent Faculty (FTEF): A standard way of counting the number of faculty for the purpose of reporting; one FTEF is equal to 15 teaching load units (TLU) (1 hour lecture instruction = 1 TLU; 1 hour lab/studio instruction = 0.8335 TLU; 1-hour Noncredit lecture instruction = 0.75 TLU; 1-hour Noncredit lab instruction = 0.5 TLU; 1 hour non-teaching faculty duties = 0.5 TLU)

  4. Full-time Equivalent Student (FTES): A standard way of counting enrollment for the purpose of reporting and funding; FTES is calculated by dividing the total number of hours of instruction delivered by 525 (based on the idea that one full-time student will be registered for 525 hours of instruction per year).

  5. Headcount vs. Enrollments:

  1. Unduplicated Headcount: The total number of unique students enrolled (note: one student enrolled in three courses = 1). This is typically used to understand student demographics or the number of individual students served by a program.
  2. Duplicated Headcount: This headcount measure recognizes when students appear in more than one setting. For example, adding headcount for fall semester and spring semester results in duplicated headcount as the same students can be enrolled in both fall and spring semesters. Similarly, headcount by campus location is often duplicated as students can be enrolled in courses at multiple sites.

  1. Noncredit: Courses that are offered for free; focus on skill attainment rather than grades; are repeatable; and focus on one of the following areas: elementary and secondary basic skills, English as a Second Language, citizenship and workforce preparation, programs for adults with disabilities, short-term career education, parenting, older adult needs, health and safety, and home economics.

  2. Course Retention Rate: The California Community College Chancellor’s Office defines retention as the number of students who completed a course with or without a passing grade; includes enrollments with grades of A,B,C,D,F,P,NP,I*,IPP,INP,FW

  3. Course Success Rate: The California Community College Chancellor’s Office defines success as the number of students who complete a course with a passing grade (includes enrollments with grades of A,B,C,P,IA,IB,IC,IPP)

  4. Student Residence Status: Every student enrolling in credit courses shall be classified as a California resident or nonresident at the time of application for admission or if the student has had a break in attendance for more than one semester:

  1. Resident: A student who has been physically present in California for more than one year immediately preceding the residence determination date (one year and one day), and has demonstrated an intent to make California a permanent home.
  2. Non-resident: A student who does not have residence in California for more than one year immediately preceding the residence determination date.

  1. Successfully Complete Units in the first semester/year is the number of first-time students who earn an A, B, C, or Pass in 12+/24+ units across the district in their first semester/year. Note. Special Admit, Police Academy and Fire Technology students are excluded.

  2. WSCH/FTEF is the weekly scheduled contact hours divided by full-time equivalent faculty.

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