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Washington State Board forCommunity and Technical CollegesAcademic Year Report2009-2010December 2010
SUMMARY OF 2009-10 Washington community and technical colleges enrolled the equivalent of 198,927 full-time students (annualFTES) during academic year 2009-10, and for the second straight year had an increase of 8 percent over theprevious year and a historic record level. Of the total, 159,938 FTES – 80 percent – were in state-fundedcourses. State-funded FTES are supported by student tuition and state funding. Community and technical colleges served nearly half a million people – 469,907 students in 2009-10. Thisunduplicated headcount represents each student counted only once, even if the student enrolled for more thanone quarter or at more than one college during the year. A record high total of 77,936 (49 percent) state-supported FTES were generated by students enrolled forworkforce education (upgrading job skills or preparing to enter a new job field), a 14 percent increase overthe previous year. The weak economy and jobless recovery in 2009-10 drove up Worker Retraining enrollments by nearly 51percent. In 2009-10, community and technical colleges served 18,580 Worker Retraining students (12,738FTES). Students who were preparing to transfer to four-year institutions accounted for 59,694 FTES (37 percent).16,925 FTES (11 percent) were generated by students enrolled with an immediate goal of basic skills [AdultBasic Education (ABE), English as a second language (ESL), General Education Development (GED)preparation, or high school completion]. eLearning enrollment continued its double-digit growth rate. In 2009-10, colleges enrolled 30,911 FTES ineLearning instruction, an increase of 31 percent from 2008-09. Online learning comprises 65 percent ofeLearning and increased by 3,277 FTES, or 20 percent. Hybrid which combines online with some face-toface was 28 percent of all eLearning as it increased by 3,504 FTES or 67 percent. In 2009-10, 18,799 Running Start students – high school students earning high school and college creditsimultaneously – accounted for 12,459 FTES. Another 2,877 high school students enrolled in collegeclasses offered at their high school - College in the High School and 3,575 high school students enrolled inalternative high school programs offered at the colleges. Integrated Basic Education and Skills Training (I-BEST) pairs ABE or ESL with workforce training. Some3,201 students were enrolled for 1,730 FTES in programs in fields such as allied health, industrialmaintenance, automotive, and early childhood education. Seven colleges also offered upper division coursework for the applied bachelor’s degrees (243 FTES). In 2009-10, 21,677 individuals were employed in state-supported positions in Washington community andtechnical colleges. This included faculty, classified staff, administrative and other professionals, and equaled13,435 full-time equivalents, 57 percent faculty positions. System expenditures totaled more than 1.2 billion. 55 percent came from general and special state funds. Capital appropriations for the 2007-2009 biennium totaled 525 million. The 30 college districts own morethan 17 million square feet of facilities and 2770 acres of land.i
State Board for Community and Technical CollegesPO Box 42495Olympia WA 98504-2495360-704-4400via TDD 800-833-6388www.sbctc.eduii
TABLE OF CONTENTSPageHIGHLIGHTS OF 2009-10. iTABLE OF CONTENTS. iiiINTRODUCTION . vI.ENROLLMENTSFTES by Fund Source . 3Factors Impacting Enrollments . 3Full-Time Equivalent Students (FTES) . 4Student Headcount . 6FTES by Student Purpose for Attending, State-Supported . 8Student Headcount by Purpose for Attending, State-Supported . 10FTES by Course Intent, State-Supported . 12Contract Funded FTES by Course Content . 14State-Supported FTES versus College District Allocation. 16II. SELECTED PROGRAMSEnrollments in Selected Programs . 19Students by Dual Credit and High School Enrollment Programs . 25eLearning State-Supported FTES . 28Students Receiving Need-Based Financial Aid . 30Students with a Job Related Intent by College . 32FTES by Course by Location and Time . 33III. STUDENT PROGRESS AND SUCCESSStudent Achievement Initiative . 37Student Progress . 39Degrees and Certificates Awarded. 44Academic Transfer Degrees . 47Workforce Degrees and Awards . 53Selected Characteristics of Students Receiving Degrees or Certificates . 51After College Status – Transfer. 52After College Status – Job Preparatory, Placement and Wages . 55IV. STAFFIntroduction to Staff . 63Staff FTE by Category of Employee. 64Classified Support Staff Annual FTE . 66Administrative Staff FTE . 68Professional/Technical Staff FTE . 70Teaching Faculty FTE-F by Employment Status . 72Full-Time Faculty Salaries . 74Faculty Salaries and Benefits . 75Number of Employees by Category of Employee . 76Staff FTE by Category of Employee. 78iii
PageV.FACILITIESFacilities and Capital Funding. 81Appropriations of Capital Funds . 82Facilities Inventory Summary . 83Owned Gross Square Footage by Date of Construction. 85Campus Size in Acres. 87VI. EXPENDITURESIntroduction to Expenditures . 91Expenditure Catagories . 92Expenditures by Source of Funds . 94Expenditures by Program . 96Operating Fees – Costs per State-Funded FTE . 98Expenditures by Object . 99Federal Workforce Education Funds . 100Federal and Special State Basic Skills Funds . 102State WorkFirst Expenditures . 105APPENDICESABCFull-Time Undergraduate Student Tuition and FeesQuarterly Enrollment InformationDefinitionsAdditional Historical Enrollment Information on the SBCTC Web site at:http://www.sbctc.ctc.edu/college/d acad.aspxiv
INTRODUCTIONTHE REPORTThis Academic Year Report 2009-10 provides a snapshot of funding, facilities, staffing, and enrollments in communityand technical colleges in the past academic year. The report also describes key measures of student outcomes andaddresses the most frequently asked questions related to expenditures, personnel and students. Additional demographicinformation regarding community and technical college students is available in the sister publication Fall Enrollmentand Staffing Report, 2009.The primary source of information for this document is the State Board for Community and Technical Colleges’(SBCTC) Data Warehouse, which is derived from the common management information systems used by allcommunity and technical colleges in the state.THE WASHINGTON COMMUNITY AND TECHNICAL COLLEGE SYSTEMWashington's Community and Technical College Act of 1991 provides for a state system of community and technicalcolleges separate from both the public secondary schools and four-year institutions. The act requires that the colleges"offer an open door to every citizen, regardless of his or her academic background or experiences, at a cost normallywithin his or her economic means" (RCW 28B.50.020(1)).Each college district is required to "offer thoroughly comprehensive educational, training and service programs to meetthe needs of both the communities and students served by combining high standards of excellence in academic transfercourses; realistic and practical courses in occupational education, both graded and ungraded; community services of aneducational, cultural, and recreational nature; and adult education" (RCW 28B.50.020(2)). Technical colleges areexempt from the requirement to offer academic transfer courses. As of 2007-08, four colleges were authorized toaward applied baccalaureate degrees providing career advancement for technical associate degree graduates. Eachdistrict is governed by a board of five trustees appointed to five-year terms by the Governor with the consent of theSenate.Washington's first junior college was started in 1915 in Everett when 42 students began a one-year college program onthe top floor of Everett High School. It was closed in 1923 for lack of students. Centralia College, the state's oldestcontinuously operating community college, opened in 1925. It was followed by Skagit Valley College in 1926,Yakima Valley College in 1928, and Grays Harbor College in 1930. Between 1933 and 1941 four additionalcommunity colleges began operation in Washington: Clark College in 1933, Lower Columbia in 1934, WenatcheeValley in 1939, and Everett in 1941, all locally administered and locally funded. Combined enrollment wasapproximately 1,000.Meanwhile, in 1930 the Seattle School District opened Edison Vocational School, the first true, public vocationalschool in the state. The Spokane School District followed suit in 1939 by establishing the Spokane Trade School. Bothschools eventually became community colleges. The oldest existing vocational technical institute, Tacoma's Bates VTI,opened in 1940. Subsequently, VTIs opened in Lakewood (Clover Park), Pasco, Renton, Vancouver, Kirkland (LakeWashington), Olympia, and Bellingham. The VTIs in Pasco, Vancouver, and Olympia eventually became communitycolleges.Between 1925 and 1941, there were three attempts to provide state support for junior colleges. State support wasprovided for the first time by the 1941 Legislature; however, that act restricted the number and location of juniorcolleges, prohibiting their establishment in counties having either a public or private four-year institution. In 1945,junior colleges were made a part of their local school districts and supported through their funding, as was the case withvocational technical institutes until 1991.In 1961, the restrictions against expansion of community colleges were removed by the Legislature and junior collegeswere designated as "community" colleges.v
The financing of community colleges was separated from that of local school districts in 1963, and in 1965 theLegislature declared that it intended to establish a separate, independent community college system. Based on therecommendations of the Arthur D. Little Company, the 1967 Legislature adopted the Community College Act of 1967,which was signed on April 3 of that year.The structure of the community college system remained largely intact until 1991 when, as part of the WorkforceTraining and Education Act, the Legislature amended the Community College Act of 1967 and redesignated it as theCommunity and Technical College Act of 1991.The state's five remaining public vocational technical institutes were designated as "technical colleges," removed fromthe jurisdiction of their local school districts, and merged with the community college system. Each technical collegewas provided with its own college district and a board of trustees. Each technical college district overlaps the districtsof neighboring community colleges. The State Board for Community College Education was renamed the State Boardfor Community and Technical Colleges by the 1991 act.The Community and Technical College Act of 1991 also brought the Seattle Vocational Institute (SVI) into the SeattleCommunity College District. It had been the Washington Institute of Applied Technology since 1987 when it wasestablished by the Legislature in a facility, which had been occupied by the Seattle Occupational IndustrializationCenter before it closed. SVI serves economically disadvantaged people in Seattle's Central district, providing jobrelated training for adults and contract training for local businesses.In 1994, the Legislature approved the establishment of the 30th college district, Cascadia Community College. Thenew district began enrolling state-supported students in fall 2000.Pierce College Puyallup became the system’s 34th college when the state board granted it college status as part of thePierce District in June 1999.WASHINGTON COMMUNITY AND TECHNICAL COLLEGESWhatcomBellinghamSkagit h SeattleSeattle CentralSeattle Vocational InstituteBellevueLake WashingtonSouth SeattleRentonHighlineOlympicGraysHarborGreen RiverTacomaPierce PuyallupBatesPierce FortSouth PugetSteilacoomSound Clover ParkSpokaneSpokane FallsWenatchee ValleyBig BendCentraliaYakima ValleyColumbia BasinLower ColumbiaWalla WallaClarkvi
ENROLLMENTS
COMMUNITY AND TECHNICAL COLLEGE FUNDING SOURCESState-supported enrollments: Courses funded through a combination of state appropriation and tuition are designated asstate-supported. The state portion covers about two-thirds (64 percent) of the cost of instruction, down from 75 percent fiveyears ago. When students, employers, or social service agencies pay tuition in state-supported courses, they are paying 36percent of the cost of providing those courses.Contract-funded enrollments: Courses in which no state-funds are used to cover costs of instruction are either contract- orstudent-funded. The costs for contract-funded courses are paid by an enterprise such as an employer or social service agencyfor the benefit of its employees or clients. There are several types of contracts:xDual enrollment programs include Running Start, College in the High School and Alternative High Schoolprograms. Dual enrollment programs accounted for 44 percent of the total contract-funded FTES in 2009-10.xNine college districts offer contracted instruction for the Washington Department of Corrections at its majorcorrectional facilities. Students enroll in courses to increase literacy and gain occupational skills.xAbout 14 percent of contract FTES were from Contract International enrollments. Organizations contract withcolleges to provide instruction for international students. These organizations pay fees equal to full non-residenttuition. One-third of the community and technical colleges offer contract international programs.xColleges also contract with local businesses under the Job Skills Program (JSP) and the Customized TrainingProgram (CTP). Employee training is provided by the college and the costs are covered by a state grant in JSP. Thecosts for CTP are first covered up front and then repaid in full by the business.Student-funded enrollments: Enrollments, in which costs are paid entirely by the individuals who enroll, decreased by nearly6 percent from last year offsetting last year’s increase. Student-funded courses include a wide variety of offerings and include:xWorkforce training/upgrading courses such as microcomputer applications, information technology certification,web design, flagger and traffic control, and business management.xContinuing education courses required for license renewal (e.g., real estate and health care).xLeisure courses such as foreign language for travelers, photography, and dance.FACTORS IMPACTING ENROLLMENTSSince 2008(the start of the recession), community and technical college fulltime equivalent and headcount enrollments haveincreased 17 percent and 5 percent respectively. The recession has created unprecedented student demand for workforceeducation. This demand is created by worker retraining and workforce education in general. Despite demographic shiftsthat would suggest an easing up in transfer education over the next several years, this mission has also grown ahead ofpopulation because of the affordable, quality education it provides. The need for basic skills instruction is also strong asthese students report the highest unemployment.The ability of the colleges to grow enrollments is made more remarkable because their state support legislative fundedlevel was flat to begin the biennium and then cut a cumulative 15 percent during the biennium.Colleges increased FTES in 2009 (by 8 percent) and again in 2010 (by an additional 9 percent). New admissions surgedin fall 2008, as the recession deepened. By fall 2009, it became apparent that more students were attending longer,enrolling full time and taking higher credit loads, making it difficult for new students to enroll.Headcount grew by 15,135 students or 5 percent between 2008 and 2010. However in 2009-10 headcount growth was just 1percent, or 3,367 students with disparate growth in the three mission areas. Transfer and workforce increased 4 and 5percent respectively. However, this growth was offset with the cutbacks in basic skills (-3 percent) that reversed 4 prioryears of solid growth. In addition students enrolled for home/family classes decreased by 17 percent.AYR 2009-10Washington Community and Technical Colleges3
COMMUNITY AND TECHNICAL COLLEGEFULL-TIME EQUIVALENT STUDENTS (FTES)FTES by Funding SourceAcademic Year 2009-10An annual FTE equals 45 credits. Two studentstaking a total of 45 credits between them during theyear would equal 1 annualized FTE. In 2009-10,FTES increased by the largest single year growth ratein history to reach a record 198,927 FTES (all funds)exceeding even the prior academic year’s recordgrowth.StateSupported80%StudentFunded3%In 2009-10, state-supported FTES grew by 12,637FTES or 9 percent. State-supported enrollmentsreached the highest level in history as collegesexceeded the legislatively budgeted FTES by16 percent, or more than 21,000 FTES.ContractFunded17%FTES BY FUNDING SOURCEACADEMIC YEAR 2005-06 to 2009-105 YearState Supported*% ChangeContract Funded% %12.8%5.7%Student Funded4,3244,3214,6474,3835,199% 9183,649198,9270.0%0.7%3.2%8.5%8.3%STATE E FTESABOVE ALLOCATION-150-5341,4189,16921,669TOTAL% Change21.5%20.2%22.2%5.7%Source: SBCTC Data Warehouse, Class Table and SBCTC Enrollment Report.Note: Contract includes Running Start and Contract International FTES.*Data excludes Private Career School allocations (325 in FY06, 283 in FY07, 313 in FY08, 402 in FY09 and 486 inFY10) and 454 FTE allocations for university contracts (370 in FY 07, 490 in FY08, 454 in FY09 and 475 in FY10).4Washington Community and Technical CollegesAYR 2009-10
FTES BY FUNDING SOURCE BY COLLEGEACADEMIC YEAR llevue9,527Bellingham2,390Big BendSubtotalState 3,011Clark9,6191,36410,98326211,245Clover Park5,6022385,839545,893Columbia 9,225Everett5,2061,4596,6659977,662Grays Harbor2,0047472,751112,762Green 5348,719Lake Washington3,7373954,132404,172Lower ,371Peninsula1,8751,1303,005413,046Pierce Fort Steilacoom3,8672,9886,8551176,972Pierce 414Seattle Central5,9081,3727,2804067,686Seattle North4,3887645,1522965,448Seattle 3524685,820765,896Skagit Valley4,3435424,885334,918South Puget 54Spokane Falls4,8394365,274605,334Spokane ,708Walla Walla3,5291,8895,418355,453Wenatchee 4,201Yakima 198,927Seattle Voc InstituteSYSTEM TOTALSource: SBCTC Data Warehouse, Class Table.AYR 2009-10Washington Community and Technical Colleges5
COMMUNITY AND TECHNICAL COLLEGESTUDENT HEADCOUNTCommunity and technical colleges enrolled 469,907students in 2009-10, a slight decrease from the previousyear. The decrease was due to fewer students in studentsupport courses where the student pays the full cost.Headcount by Funding SourceAcademic Year 2009-10One-third of a million (338,109) students enrolled in statesupported courses paid for by a combination of tuition andstate funds allocated directly to the college system. This isan increase of 1 percent or 3,777 students from the prioracademic year. This modest increase in students was acombination of large increases in workforce and transferstudents that were offset by cuts in basic skills and lifelonglearning classes (see page d12%HEADCOUNT BY FUNDING SOURCEACADEMIC YEARS 2005-06 TO 2009-102005-062006-072007-082008-092009-105 0.3%-0.9%2.8%3.5%1.1%Contract Funded% ,7899.0%13.3%Student Funded% 57,009-16.4%-28.5%SYSTEM TOTAL% %469,907-0.3%1.5%COLLEGE TOTAL% %485,587-0.3%1.1%State Supported% ChangeSource: SBCTC Data Warehouse.Note: The system total reflects each person counted only once even if they were enrolled at more than one college or inmore than one funding source during the year.6Washington Community and Technical CollegesAYR 2009-10
STUDENT HEADCOUNT BY FUNDING SOURCE BY COLLEGEACADEMIC YEAR ellingham6,20275.4%1732.1%1,85222.5%8,227Big 6,835Clover Park15,42493.2%5803.5%5373.2%16,541Columbia 5%6,553Green 16,25586.0%1,8119.6%8334.4%18,899Lake Washington7,95288.9%4725.3%5215.8%8,945Lower 01711.7%8,728Pierce Fort ce .4%6205.0%8126.6%12,316Seattle e North11,73872.5%1,1106.9%3,34220.6%16,190Seattle 022Skagit Valley9,66883.9%1,0739.3%7886.8%11,529South Puget ,62785.2%5844.3%1,43610.5%13,647Spokane rays HarborOlympicSeattle Voc 5,236Walla Walla6,55855.1%4,53138.1%8186.9%11,907Wenatchee kima 14036.9%1.1%12,27412,688COLLEGE EM ce: SBCTC Data Warehouse, Student Table.Note: The system total reflects each person counted only once even if they were enrolled at more than one college or inmore than one funding source during the year.*Spokane Institute for Extended Learning students are included in Spokane Falls counts.AYR 2009-10Washington Community and Technical Colleges7
FTES BY STUDENT PURPOSE FOR ATTENDINGSTATE SUPPORTEDState-supported FTES hit an all-time high in 2009-10 asthe system ended the year 16 percent over enrolled. Overenrollment is defined as the percent of state-supported FTESthat are above the college’s funded level.FTES by Student PurposeState SupportedFTES increased substantially for students enrolled for thepurpose of transferring to a university or for workforce education.The reason most commonly identified for attending a communityor technical college is related to the workforce education mission– to prepare for a new job or upgrade existing job TES generated by students attending for workforce educationincreased by 9,279 FTES or 14 percent. Workforce studentsgenerated 49 perce
In 2009-10, 18,799 Running Start students - high school students earning high school and college credit simultaneously - accounted for 12,459 FTES. Another 2,877 high school students enrolled in college classes offered at their high school - College in the High School and 3,575 high school students enrolled in
