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) 2022-25 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 from 2019-20 to 2021-22 by 23% and jumped back up 29% in 2023-24 compared to 2021-22, nearly reaching the all time high seen in 2019-20.In the most recent year over year comparison (2022-23 to 2023-24), there was an 8.1% increase in unduplicated headcount and a recovery in the college’s headcount. We expect to continue this trend for 2024-25 and exceed 2019-20 unduplicated headcount as fall and summer enrollments are up approximately 18% compared to 2023-24.

In 2023-24, 16,742 students enrolled at Moreno Valley College.

Source: Colleague, Next update: July 2025

A. By race/ethnicity: Of the 16,742 students enrolled at Moreno Valley College, the student body is 66.6% latinx/hispanic, 13.3% white, 11.5% black/african american, 4.7% asian, 2.3% filipino, .5% native hawaiian/pacific islander, and .4% native american/alaskan. Since 2010-11, the college percentage of students that identify as latinx/hispanic has increased from 44.3% to 66.6%. Students that identify as black/african american and white have decreased from 14.5% to 11.5% and 30.6% to 13.3%, 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: July 2025

B. By gender/sex: Of the 16,742 students enrolled at Moreno Valley College, the student body is 56.1% female, 42.7% male, and 1.2% unknown.Since 2010-11, the college percentage of students that identify as female has increased from 48.8% to 56.1%. Students that identify as male has decreased from 50.8% to 42.7%. Comparing the demographics to the community, males students are disproportionately impacted and underrepresented when compared to the community demographics. However, from 2021-22 to 2023-24, students that identify as male increased from 6,533 to 7,152 (9%).

Source: Colleague, Next update: July 2025

C. By age: Of the 16,742 students enrolled at Moreno Valley College, the student body is 36.3% 19 or younger, 28.4% 20-24 years old, 13.0% 25-29 years old, 8.4% 30-34 years old, 5.9% 35-39 years old and 8.0% 40 and older. Since 2010-11, the college percentage of students that are 19 or less and 20-24 has increased from 25.6% to 36.3% and 28.2% to 28.4%, respectively.

Source: Colleague, Next update: July 2025

In conclusion, we have found that the native hawaiian and other pacific islander population are not enrolling at Moreno Valley College (0.5%) at the same rate as seen in the community (0.8%) and are disproportionately impacted on enrollment at MVC. Additionally, the male population are not enrolling at Moreno Valley College (42.7%) at the same rate as seen in the community (50.4%) and are disproportionately impacted on enrollment at MVC.

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

3. Community Profile

For Moreno Valley College, 293,022 people lived in the service area in 2023.

A. By race/ethnicity: Of the 293,022 people in the college’s service area, 68.4% are latinx/hispanic, 11.4% are black/african american, 11.8% are white, 4.3% are asian (includes Filipino), .01% are native american/alaskan, and .08% are native hawaiian/pacific islander. Since 2015, community members that identify as latinx/hispanic increased from 60.9% to 68.4%.

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, 50.4% are female and 49.6% are male.

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

C. By age: Of the 293,022 people in the college’s service area, 29.5% are 0-19 years old, 25.8% are 20-34 years old, 25.8% are 35 to 54 years old, and 18.9% are 55 years or older.Since 2015, the demographics have not changed significantly.

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 2023-24, the Institutional Effectiveness and Governance Committee completed a Planning and Data Workshop in Spring 2024. 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 5th, 2024 with participation from students, classified professionals, faculty, and administrators. Participants reviewed submissions from each committee and set priorities that was sent through governance. Through this process, the college set the following priorities:

For 2024-25, the Institutional Effectiveness and Governance Committee will use the same process to review and update the Integrated Strategic Plan in Spring 2025. However, to improve regular assessment, the committee will also include both the Strategic Enrollment Management Plan 2023-25 and Student Equity Plan 2022-25. Additional details about the process plans are in the following sections. Finally, in Spring 2025, 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. Student Equity Plan (Process Plan)

The 2022-2025 Student Equity Plan (SEP) was written over the course of two years, the plan incorporates feedback from Student Equity and Achievement (SEA) Committee members participating in at least 4 SEP Workgroups; the Equity Audit; the National Assessment of Collegiate Campus Climates; and the Center for Urban Education Brief on MVC’s 2019–2022 SEP. In addition, the plan is informed by the college’s Institutional Strategic Plan and Guided Pathways.

The MVC SEP is aligned with both the college’s Integrated Strategic Plan (ISP) and the Guided Pathways Plan. In addition, SEA leadership worked closely with the leadership teams from Guided Pathways and the Office of Institutional Effectiveness to ensure the alignment of equity centered college plans. For example, SEA partnered with the Office of Institutional Effectiveness to choose primary groups and to write target outcomes for the SEP. To ensure alignment, SEA 4 leads also read and reviewed the ISP and related documents, such as the Equity Audit in drafting the SEP.

Through the last strategic planning cycle, we learned that integrating equity and guided pathways into our planning cycles is 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 plan will be updated and included in the new Integrated Strategic Plan 2025-28. During the Planning and Data Workshops in Spring 2025, each activity will be evaluated and designated as completed, continuing, or no longer applicable.

To view the process, visit the Moreno Valley College’s - Moreno Valley College’s - Strategic Equity Plan Webpage

To view the plan, visit the Moreno Valley College’s - Moreno Valley College’s - Strategic Equity Plan 2022-25

3. Strategic Enrollment Management Plan (Process 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.

The Strategic Enrollment Management goals and objectives has guided the college recruitment and retention related efforts over the next two years 2023 – 2025 while continuing our implementation of a Guided Pathways framework. The plan provides important context and measurable objectives that align with each goal. Actions are included in this plan and aligned to objectives. Timelines were included and accountable parties were identified to ensure that the College was able to make progress toward achieving its goals. The overarching purpose is to attract and retain students representing the diversity of our community. The plan provides a general framework for our enrollment goals and the goal-specific objectives that must be implemented to achieve success. The Strategic Enrollment Management Plan 2023-25 is a roadmap (process plan) to fully implement guided pathways and was intentionally integrated into the governance structure. In 2024-25, the plan will be updated and included in the new Integrated Strategic Plan 2025-28. During the Planning and Data Workshops in Spring 2025, each activity will be evaluated and designated as completed, continuing, or no longer applicable.

To view the process, visit the Moreno Valley College’s - Moreno Valley College’s - Strategic Enrollment Management Webpage 2023-25

To view the plan, visit the Moreno Valley College’s - Moreno Valley College’s - Strategic Enrollment Management Plan 2023-25

4. Planning Timeline 2024-25 – Evaluate and update Integrated Strategic Plan, Student Equity Plan, and Strategic Enrollment Management Plan.

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

  2. November 2024 - 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 on all plans including Integrated Strategic Plan, Student Equity Plan, Strategic Enrollment Management Plan, Mission, Vision, and Values.

  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 on all plans including Integrated Strategic Plan, Student Equity Plan, Strategic Enrollment Management Plan, Mission, Vision, and Values.

  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, Student Equity Plan, Strategic Enrollment Management Plan, Mission, Vision, and Values.

  4. April 2025 – 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 2024-25, 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 2022-25 – Click here

5. Equity Analysis

Overall, for 2023-24 we have been able to either close equity gaps or begin closing the equity gaps:

  1. Native American/Alaskan student equity gap closed for fall-to-spring persistence and transfer.
  2. Native Hawaiian/Pacific Islander student equity gap closed for access and earning an award.
  3. Asian student equity gap closed for access.
  4. Students identifying as two or more races equity gap closed for earning an award and transfer.
  5. Non-binary student equity gap closed for fall-to-spring persistence.
  6. Students 19 years old and younger equity gap closed for transfer.
  7. 20-24 year old student equity gap closed for transfer English and math.
  8. 30-34 year old student equity gap closed for fall-to-spring persistence and transfer English and math.
  9. 35-39 year old student equity gap closed for earning an award.
  10. 40+ year old student equity gap decreasing 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 on closing our equity gaps:

  1. Black/African American students are disproportionately impacted on transfer English & math completion, and earning a degree and/or certificate (an award).
  2. Native American/Alaskan students are disproportionately impacted on access, transfer English and math completion, and earning an award, and transfer.
  3. Native Hawaiian/Pacific Islander students are disproportionately impacted on persistence and transfer English and math completion.
  4. Asian students are disproportionately impacted on earning an award and transfer.
  5. White students are disproportionately impacted on transfer English and math.
  6. Students identifying as two or more races are disproportionately impacted on transfer.
  7. Female students are disproportionately impacted on earning an award.
  8. Male students are disproportionately impacted on transfer.
  9. Non-binary students are disproportionately impacted on earning and award. 9.25-29 students are disproportionately impacted on transfer-level English & math and persistence. 10.30-34 students are disproportionately impacted on transfer-level English & math and transfer. 11.35-39 students are disproportionately impacted on transfer-level English & math, persistence, and transfer. 12.40+ students are disproportionately impacted on transfer-level English & math 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 Trend Gap Change
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) 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) Yes New gap
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) No Gap closed
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) 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) No No gap
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) No Gap closed
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) 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) 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) 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) No Gap closed
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) 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) 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) 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) 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) 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) No No 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) No No gap
Student Access - Headcount Trends (% of population) Unknown n/a n/a n/a n/a n/a n/a n/a n/a
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) 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) No Gap closed
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) 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) 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) 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) Yes New gap
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) No No 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) 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) 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) 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) No Gap closed
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) 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) 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) 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) No Gap closed
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) Yes New gap
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) No No gap
Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) Unknown n/a n/a n/a n/a n/a n/a n/a n/a
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)
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)
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)
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)
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)
No No 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)
Yes New gap
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)
Yes New gap
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)
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)
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)
Yes Gap decreasing
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)
Yes Gap decreasing
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)
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)
Yes Gap decreasing
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)
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)
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)
Yes New gap
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)
Yes No improvement
Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) Unknown n/a n/a n/a n/a n/a n/a n/a n/a
Earned an Award (% of subpopulation that eanred 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) Yes No improvement
Earned an Award (% of subpopulation that eanred 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) Yes New gap
Earned an Award (% of subpopulation that eanred 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) Yes New gap
Earned an Award (% of subpopulation that eanred 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) No No gap
Earned an Award (% of subpopulation that eanred 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) No Gap closed
Earned an Award (% of subpopulation that eanred 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) No Gap closed
Earned an Award (% of subpopulation that eanred 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) No No gap
Earned an Award (% of subpopulation that eanred 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) Yes New gap
Earned an Award (% of subpopulation that eanred 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) No No gap
Earned an Award (% of subpopulation that eanred 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) Yes New gap
Earned an Award (% of subpopulation that eanred an award) Non-binary n/a n/a 23.1% (2.53) 0.0% (0.00) 3.8% (0.28) 1.0% (0.13) Yes Gap increasing
Earned an Award (% of subpopulation that eanred 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) Yes No improvement
Earned an Award (% of subpopulation that eanred 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) No No gap
Earned an Award (% of subpopulation that eanred 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) No No gap
Earned an Award (% of subpopulation that eanred 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) No No gap
Earned an Award (% of subpopulation that eanred 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) No Gap closed
Earned an Award (% of subpopulation that eanred 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) Yes Gap decreasing
Earned an Award (% of subpopulation that eanred an award) Unknown n/a n/a n/a n/a n/a n/a n/a n/a
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 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) 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) Yes New gap
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) 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) No Gap closed
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) 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) Yes Gap decreasing
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) 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) Yes No improvement
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) Yes New gap
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) 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) No Gap closed
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) 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) No No 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) Yes No improvement
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) 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) Yes No improvement
Transferred (% of subpopulation that transferred) Unknown n/a n/a n/a n/a n/a n/a n/a n/a
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 23-24 academic year will be updated in November/December 2024 when data is available for that year.

Next update: November/December 2024

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. Areas of focus

In 2021-22, Moreno Valley college completed its prior Integrated Strategic Plan 2018-23 and revised a new Integrated Strategic Plan 2022-25. The two main areas missing in the last integrated strategic plan was equity with a specific focus on social justice and racial equity and to fully implementing a guided pathways framework.Therefore, Moreno Valley College’s Integrated Strategic Plan 2022-25 added these two crucial additions.This has led to a specific focus on the student journey as illustrated with the graphic below. Additionally, it has led to the college focusing on application conversion rate, course success rate, persistence rate, and completion of an educational goal.

The Office of Institutional Effectiveness has conducted multiple surveys including, but not limited to: course availability, drop, attrition, cost of textbooks, probation surveys. Our attrition survey is conducted each semester to understand ‘why’ students may not continue with their education. Students have responded saying 43%-46% is for personal reasons, 30%-35% is for academic reasons, and 10%-19% is for financial reasons. The top 5 personal reasons are work/school balance (18%-31%), mental health (15%-23%), physical health (10%-15%), moved out of area (10%-21%), and commute transportation (3%-12%). The top 5 academic reasons are course/program availability (14%-19%), academic performance (7%-19%), academic support (10%-19%), quality of teaching (5%-19%), and disciplinary action (4%-14%). The top 5 personal reasons are personal challenges (56%-69%), cost of textbooks (22%-46%), effects of the economy (17%-36%), employment changes (11%-38%), and change in financial aid (11%-36%).

The initial findings provided a starting point to go further and ask additional questions through different surveys on the cost of textbooks, course availability, and probation. The Office of Institutional Effectiveness found 82% of survey participants in fall 2022 would enroll in additional courses if the costs of textbooks were reduced and 44% cover costs from personal funds. These results remained consistent for the spring 2024 administration of the survey. Additionally, only 64% of students indicated they were able to get the classes they needed that best fit their schedule with 29.8% indicating they were able to get some of the classes that fit their schedule. Finally, 67% of students that were put on probation did not know the criteria, 64% indicated they felt disappointed when they found out that they were placed on academic probation, and 42% felt discouraged to continue their studies at MVC once placed on academic probation.The most common choice for help on participants’ academic journey was for more resources for academic success (time management, goal setting, navigating canvas, etc.)(53%) and more online advising availability (38%).

In fall 2024 two new surveys were conducted, the Class Registration Survey was conducted to identify reasons why students enroll for classes when they do, and the Student Voice Survey was conducted to examine the ease of applying (to MVC and for financial aid), and where students might be experiencing challenges identifying their educational path, entering their path, and staying on their path.

From the Class Registration Survey, of those who reported college related reasons as the main reason that kept them from enrolling earlier than they did, the Office of Institutional Effectiveness found that 45.2% of survey participants reported waiting for a counseling appointment or having difficulty getting a counseling appointment as the reason they did not enroll sooner, 12.8% reported being able to register on their first registration date and 12.5% reported that the courses they needed for their program of study were not available or they were wait listed for the courses they needed.

From the Student Voice Survey,the Office of Institutional Effectiveness found that 97% of survey participants reported it was easy to apply to MVC, but only 74% found the financial aid application easy. 49.4% reported they got the assistance they needed when applying for financial aid and 7.2% sought assistance with the financial aid application, but reported it was not helpful. 14.5% have chosen a program of study but they don’t know what classes they need to complete it and 6.1% have not chosen a program of study. 32.8% either don’t know or are unsure of the order in which they need to take their classes for their program. Most know where to get help with choosing their program of study (89%), choosing their classes (92%), and enrolling in their classes (92%). 18% have experienced challenges enrolling in the classes they need for their program. 66% know how to connect with student support programs and 67% know how to connect with student clubs. 75% reported their academic successes are celebrated at MVC. 90% understand how their classes are connected to their career goals, and nearly all (96%) reported they are making progress towards their educational goal.

For more detailed reports on each survey and report, visit the Moreno Valley College’s - Institutional Reports

For more on ZTC/LTC textbooks, visit the Moreno Valley College’s - ZTC/LTC Dashboard

A. Application Conversion Rate

B. English and Math in the First Year

C. Course Success Rate

D. Persistence Rate

E. Completion of an Educational Goal

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

For more details, visit the Moreno Valley College’s - Integrated Strategic Plan 2022-25

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 2025

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.

Source: Colleague, Next update: November 2025

C. Course Success Rate

The course success rate, which is the percentage of As, Bs, Cs, or Ps out of all grades, has been constant between 68.8% to 71.6% from 2015-16 to 2023-24. For 2023-24, the course success rate was 70.9% (36,553 passing grades out of 51,556). From 2022-23 to 2023-24, enrollments increased from 45,439 to 51,556 (13.5%), which is still 3,772 fewer enrollments than 2019-20.

Moreno Valley College has set a college goal of 78%, which would be 36,554 passing grades. To reach our goal, we need 3,661 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 63.2% in 2023-24, which is an increase of 2.4 percentage points from 2022-23, compared to latinx/hispanic and white students having a course success rate of 70.2% and 78.2%, 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 2025

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 2023-24, the fall-to-spring persistence rates for all students has decreased from 53.9% to 50.4%, which has remained constant since 2020-21. Over the last three years, we had a fall-to-spring persistence rate of 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 47.7% in 2021-22 to 59.7% in 2022-23 and decreased in 2023-24 to 52.6%. Students that identify as Native Hawaiian/Pacific Islander and students who are between the ages of 25-29 and 35-39 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 2025

- Fall-to-spring Persistence

Source: Colleague/MIS Next update: August 2025

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 9.4% in 2021-22. This has led to the decrease in the median time to degree for students and less units to receive their educational goal. Although, since 2017-18, there was a downward trend with the completion of an educational goal in 2 years, decreasing from 8.9% to 5.5%, which is a decrease of 3.4 percentage points, there was an increase of 3.9 percentage points with 9.4% completing their educational goal for 2022-23. Students that identify as black/african american, Native American/Alaskan, Asian, females, and age 40+ are disproportionately impacted in earning a degree and/or certificate. Students that are Asian, White, male, or 30 or older are disproportionately impacted in transferring to a 4 year university.

Source: Colleague/MIS, Next update: November/December 2024

For more detailed analysis, visit the Strategic Planning Dashboard

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

7. Current Headcount

A. Annual Headcount and Facts

A student is counted in the unduplicated headcount, if they took a course at Moreno Valley College, in that given year. In 2023-24, Moreno Valley College had 16,742 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 13,135 in 2013-14 to 16,925 in 2019-20. Additionally, since 2019-20, Moreno Valley College saw a decrease from 16,925 to 12,977 in 2021-22, which is a 23% decrease.For 2022-23, the annual unduplicated headcount increased by 19% going from 12,977 in 2021-22 to 15,492 in 2022-23 and increased another 8% from 15,492 in 2022-23 to 16,742 in 2023-24. The trend is also similar for those who receive California College Promise Grant going from 10,290 in 2019-20 to 6,995 in 2021-22, which is a 32% decrease. In 2022-23 this number increased 20% from 2019-20 to 8,227 and increased again in 2023-24 12% to 9,196 compared to 2022-23.

Source: Colleague/MIS, Next update: July 2025

B. Financial Aid Summary

Source: Colleague/MIS, Next update: November 2025

8. Student Facts by Fall Semester

A. Student Unit Load

Source: CCCCO Datamart, Next update: February 2025

B. Student Education Goals

Source: Colleague/MIS, Next update: February 2025

C. Citizenship Status

Source: CCCCO Datamart, Next update: February 2025

9. 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

A. Credit and Non-Credit

Source: CCCCO Datamart, Next update: August 2025

B. Career Education

Source: CCCCO Datamart, Next update: August 2025

C. Transfer

Source: CCCCO Datamart, Next update: August 2025

D. Basic Skills

Source: CCCCO Datamart, Next update: August 2025

10. 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 2021-22, there were 710 certificates and 1,955 degrees awarded. That is a 162% increase and 178% increases, respectively. Additionally, the number of students that transferred has increased from 567 in 2015-16 to 715 in 2023-24.

For 2023-24, there was an increase in Area of Emphasis Degrees while Associate Degrees for Transfer and Certificates remained constant.

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

A. Awards

Source: Colleague/MIS, Next update: August 2025

B. Transfers

Source: Colleague/MIS, Next update: November/December 2025

11. Enrollment, Success, and Retention Defintions

  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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