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WORKFORCE PREPARATIONFY 2011-12FY 2012-13# of Students% of Population# of Students% of Population732.8%683.4%Non-DSPS Students2,51997.2%1,93096.6%All Students2,592100.00%1,998100.00%DSPS StudentsEven given that DSPS students are represented at higherpercentages in noncredit courses at 7.3 and 7.6 percent in2011-12 and 2012-13 respectively than their representationin the general population at 4.0 and 4.4 percent, there arestill disparities in their representation in noncredit basicskills classes, special classes for persons with substantialdisabilities, short term vocational and workforcepreparation classes.DSPS students are overrepresented in noncredit basic skillsclasses at 7.9 percent in 2011-12 and 8.4 percent in 2012-13.This disparity highlights the need to work with the K-12system at teaching elementary and basic skills to specialeducation students as part of the common core standardseffort to better prepare them for post-secondary education.Noncredit special classes for persons with substantialdisabilities are designed to address the needs of DSPSstudents so it is no surprise that they comprise 73.5 and70.9 percent of the students in these classes in 2011-12and 2012-13 respectively. It is surprising, however, thatthere were so many non DSPS students in these classesat 26.5 and 29.1 percent. As a percent of noncredit courseattendance, these courses accounted for 2.8 percent of thetotal noncredit enrollment in 2011-12 and 3 percent in 201213. These low percentages are consistent with the policyemphasis on providing DSPS students education withaccommodations as needed in general education classeswhenever possible.DSPS was only represented at 2.3 percent of noncreditshort-term vocational education during both of these years,and only at 2.8 and 3.4 percent in workforce preparationclasses. This underrepresentation should be addressedto improve the low employment status of people withdisabilities.NONCREDIT FULL-TIME EQUIVALENT STUDENTSFY 2011-12FY 2012-13# of Students% of Population# of Students% of PopulationDSPS Students4,30610.4%3,96210.7%Non-DSPS Students37,03189.6%33,18389.3%All Students41,337100.00%371,45100.00%As a result of their more frequent enrollment in noncreditclasses, DSPS students were a significantly higherpercentage than non-disabled students of noncredit fulltime equivalent students between 2011 and 2013. Whilethey represented 4 and 4.4 percent of the overall studentpopulation, they increased from 10.4 to 10.7 percent of the6Disabled Student Programs and Services 2014California Community Colleges Chancellor’s Officenoncredit full-time equivalent students during this period.The large amount of noncredit full-time equivalent DSPSstudents may be due to most colleges in the CaliforniaCommunity Colleges offering courses for persons withsubstantial disabilities, also known as “special” classes,designed to meet the needs of specific disability groups.

Retention and PersistenceENROLLED FALL 2011 TO SPRING 2012# Enrolled Fall 2011# Retained Spring 2012% Retained82,06267,23781.9%Non-DSPS Students1,570,2851,097,86069.9%All Students1,652,3471,165,09770.5%# Enrolled Fall 2012# Retained Spring 2013% Retained81,38467,32182.7%Non-DSPS Students1,497,1851,055,28370.5%All Students1,578,5691,122,60471.1%DSPS StudentsENROLLED FALL 2012 TO SPRING 2013DSPS StudentsStudents served by DSPS in 2011-12 and 2012-13 were 12and 12.2 percent respectively more likely to retain theirenrollment from fall to spring than other students. Thisdata shows that, given appropriate support services andspecialized counseling, students with disabilities excelat remaining enrolled and persisting in their studies incommunity college throughout the academic year.ENROLLED FALL 2011 TO FALL 2012# Enrolled Fall 2011# Persisted Fall 2012% Persisted82,06251,69063%Non-DSPS Students1,570,285801,70851%All Students1,652,347853,39851.6%DSPS StudentsDisabled Student Programs and Services 2014California Community Colleges Chancellor’s Office7

ENROLLED FALL 2012 TO FALL 2013# Enrolled Fall 2012# Persisted Fall 2013% Persisted81,38450,08961.5%Non-DSPS Students1,497,185736,02349.2%All Students1,578,569786,11249.8%DSPS StudentsDSPS students also persisted from fall to fall at higherrates than non-disabled students. From Fall 2011 to Fall2012 the difference was 12 percent, and from Fall 2012 toFall 2013 the difference was 12.3 percent. As the CaliforniaCommunity Colleges seeks to improve the persistence ofall students it should consider the mix of services that helpsDSPS students persist at such a higher rate than non-DSPSstudents and consider using universal design for learning.in order to provide services effective with DSPS students tothe general California Community Colleges population.COMPLETED VS. ATTEMPTED COURSES# Courses Attempted 2011-12# Courses Completed 2011-12% Completed451,829386,80485.6%Non-DSPS Students8,235,6747,143,26986.7%All Students8,687,5037,530,07386.7%# Courses Attempted 2012-13# Courses Completed2012-13% Completed436,876370,86984.9%Non-DSPS Students7,761,4346,649,01285.7%All Students8,198,3107,019,88185.6%DSPS StudentsDSPS StudentsStudents with disabilities completed the courses theyenrolled in at lower rates than their non-DSPS peers,but the difference decreased from about 1.1 percentin 2011-12 to 0.8 percent in 2012-13. It appears theCalifornia Community Colleges are making progress in8Disabled Student Programs and Services 2014California Community Colleges Chancellor’s Officeaccommodating the chronic and cyclical nature of somedisabilities, which can pose barriers to completing thecourses in which students with disabilities enroll that nonDSPS students do not experience.

RETENTION FOR DEGREE APPLICABLE COURSES: Completed vs. Attempted Degree Applicable Enrollments# Courses Attempted 2011-12# Courses Completed 2011-12% Completed392,578262,32266.8%Non-DSPS Students7,621,4655,223,35668.5%All Students8,014,0435,485,67868.4%# Courses Attempted 2012-13# Courses Completed 2012-13% Completed382,832263,23568.7%Non-DSPS Students7,202,5005,029,79769.8%All Students7,585,3325,293,03269.8%DSPS StudentsDSPS StudentsBoth DSPS students and non-disabled students improvedtheir degree applicable course completion rates between2011-12 and 2012-13, and DSPS students lessened the gapat which they completed the degree applicable coursesfrom 1.7 percent to 1.1 percent lower than did non-DSPSstudents.RETENTION IN BASIC SKILLS COURSES: Attempted vs. Completed Basic Skills Class Enrollments# Courses Attempted 2011-12# Courses Completed 2011-12% Completed51,65221,39941%Non-DSPS Students452,563235,76752%All Students504,215257,16651%# Courses Attempted 2012-13# Courses Completed 2012-13% Completed48,13020,83443%Non-DSPS Students419,045223,31153%All Students467,175244,14552%DSPS StudentsDSPS StudentsThe percentage of basic skills classes completed by bothDSPS students and non-DSPS students increased overthese two years and the gap between these two groups ofstudents narrowed from 11 percent to 10 percent between2011-12 and 2012-13. Special classes designed to teach studyskills to students with disabilities, taken in tandem withbasic skills classes, are increasing in number to address thisneed. Universal design for learning, a method of teachingthat uses techniques originally designed to address theneeds of learning disabled, is being used in basic skillsclasses to increase the success rate of both DSPS and nonDSPS students. Still, there is a significant gap betweenDSPS students and non-DSPS students in completion ofbasic skills classes, which prepare students for college levelcoursework.Disabled Student Programs and Services 2014California Community Colleges Chancellor’s Office9

RETENTION IN WORKFORCE DEVELOPMENT COURSES:Attempted vs. Completed Workforce Development Class Enrollments# Courses Attempted 2011-12# Courses Completed 2011-12% Completed77,16453,84069.8%Non-DSPS Students1,492,3831,085,20972.7%All Students1,569,5471,139,04972.6%# Courses Attempted 2012-13# Courses Completed 2012-13% Completed73,98453,16671.9%Non-DSPS Students1,405,3981,039,97074.0%All Students1,479,3821,093,13673.9%DSPS StudentsDSPS StudentsWhile DSPS students were less successful at completingworkforce development classes than non-DSPS students,the gap narrowed from 3 to 2 percent between 2011-12and 2012-13. The current efforts to improve workforcepreparation through career technical education and theinterdepartmental state government efforts to improvethe employment status of the disabled may have resultedin the increased retention of DSPS students in workforcedevelopment courses.DEGREE AND CERTIFICATE ATTAINMENT: Degree EarnedFY 2011-12FY 2012-13Students5-Year Cohort% CompletedStudents5-Year Cohort% CompletedDSPS Students2,04717,31311.8%2,21618,71311.8%Non-DSPS Students35,429414,6958.5%40,598461,6618.8%All Students37,476432,0088.7%42,814480,3748.9%DEGREE AND CERTIFICATE ATTAINMENT: Credit Certificate AttainedFY 2011-12FY 2012-13Students5-Year Cohort% CompletedStudents5-Year Cohort% CompletedDSPS Students1,26717,3137.3%1,44418,7137.7%Non-DSPS Students16,240414,6953.9%19,289461,6614.2%All Students17,507432,0084%20,733480,3744.3%10Disabled Student Programs and Services 2014California Community Colleges Chancellor’s Office

DEGREE AND CERTIFICATE ATTAINMENT: Noncredit Certificate AttainedFY 2011-12FY 2012-13Students5-Year Cohort% CompletedStudents5-Year Cohort% CompletedDSPS Students1817,3130.1%1618,7130.08%Non-DSPS Students144414,6950.035%200461,6610.04%All Students162432,0080.037%216480,3740.04%Past reports provided information on certificateattainment. This report distinguishes between creditand noncredit certificates. DSPS students were moresuccessful in degree and credit certificate attainmentthan non-disabled students by approximately 3 to 3.5percent in 2011-12 and 2012-13 respectively. In noncreditcertificate attainment DSPS students are twice assuccessful, although these are statistically negligible dueto the small number of noncredit certificates awarded.Nevertheless, these encouraging outcomes speak to theeffectiveness of DSPS programs and services in assistingstudents with disabilities to attain California CommunityColleges degrees and certificates, and demonstrate thatthey possess the motivation and ability to be successful inthe college environment with appropriate supports andaccommodations.TRANSFER PREPARED: Completed 60 CSU or UC Transferable UnitsFY 2011-12FY 2012-13Students5-Year Cohort% CompletedStudents5-Year Cohort% CompletedDSPS Students2,77917,31316.1%3,06018,71316.4%Non-DSPS Students54,582414,69513.2%60,052461,66113.0%All ER PREPARED: Completed Both Transfer Level Math and EnglishFY 2011-12FY 2012-13Students5-Year Cohort% CompletedStudents5-Year Cohort% Completed2,11317,31312.2%2,31918,71312.4%Non-DSPS Students56,544414,69513.6%61,996461,66113.4%All Students58,657432,00813.6%64,315480,37413.4%DSPS StudentsDisabled Student Programs and Services 2014California Community Colleges Chancellor’s Office11

TRANSFERS TO FOUR-YEAR COLLEGESFY 2011-12FY 2012-13Students5-Year Cohort% TransferredStudents5-Year Cohort% S Students101,061414,69524.3%98,307461,66121.3%All Students103,809432,00824.0%100,868480,37421.0%DSPS StudentsCompared to their non-DSPS peers, a higher percentage ofDSPS students completed 60 California State Universityor University of California transferable units, defined astransfer prepared.result, while DSPS students are still less likely to transfer toa four-year institution than their non-DSPS peers, the gaphas narrowed from 8.4 percent in 2011-12 to 7.6 percent in2012-13.However, despite being more transfer prepared, DSPSstudents were less transfer directed than their non-DSPSpeers. In the two reporting years, DSPS students were 1.4and 1.0 percent less likely to have completed transfer levelmath and English, defined as transfer directed, than theirnondisabled peers.However, a discrepancy between populations continuesto exist and suggests a need for further research andintervention. Between 2011-12 and 2012-13, the percentageof the five-year cohort of DSPS students transferring toa four-year college decreased from 15.9 to 13.7, yet manyof today’s high-demand, high-skill occupations require abaccalaureate degree and beyond. Given the significantunemployment and under-employment of persons withdisabilities, the reasons students with disabilities areincreasingly less likely to be transfer directed and actuallytransfer, after being more transfer prepared warrantfurther research and intervention.Transfers for all students climbed a percentage point from2010-11 to 2011-12, and transfer of DSPS students improvedby 1.8 percent. Unfortunately, this positive trend reversedin 2012-13 as transfers for all students dipped 3 percent,and transfers of DSPS students dipped by 2 percent. As a12Disabled Student Programs and Services 2014California Community Colleges Chancellor’s Office

ConclusionThis review of 2011-12 and 2012-13 Chancellor’s Office datashows, in approximate numbers, that in comparison tonon-DSPS students, DSPS students: Are underrepresented compared to the percentageof adults with disabilities between ages 21-64 in thegeneral population. Take both credit and noncredit courses at greater rates. Earn both credit and noncredit college FTES at asubstantially higher and increasing percentage. Show much greater retention and persistence andessentially the same course completion rate. Are more likely to earn their degrees and certificates. Are more transfer prepared.The report also sheds light on areas that warrantfurther research and intervention where in approximatecomparison to non-DSPS students, DSPS students: Are less successful in completing workforcedevelopment programs. Are less successful in completing basic skills classes. Are less likely to be transfer directed. Are less likely to transfer to a four-year institution.In order to adequately address these under-representationsand transfer issues, additional resources may be needed.Such an investment is consistent with the Legislatureand Chancellor’s Office emphasis on student success,particularly since these data show that DSPS students cansucceed. They earn certificates and degrees at higher ratesand, in most other outcome measures, perform at least aswell, and often better than non-DSPS students.This report provides a point in time review of DSPS studentsuccess data that highlight some of the many program,policy, and fiscal challenges facing DSPS programs asthey serve increasing numbers of students with fundingthat had not changed from the 40 percent cuts of 200910. By facilitating peer support, and providing technicalassistance, training and specialized consultation andsupport through targeted grants, the Chancellor’s Officecontinues to assist colleges in making progress withmeeting the needs of their students with disabilities.Disabled Student Programs and Services 2014California Community Colleges Chancellor’s Office13

AcknowledgmentsThe California Community Colleges Chancellor’s Office would like to acknowledge andthank those individuals who have made significant contributions to this reportErik SkinnerDeputy ChancellorS T U D E N T S E RV I C E S & S PE C I A L P R O G R A M S D I V I S I O NLinda MichalowskiVice Chancellor, Student Services and Special ProgramsJeff SpanoDean, Student ServicesScott BerensonDSPS Program SpecialistScott ValverdeCommunity Colleges Program SpecialistMichelle EllenbergerStaff Services AnalystRuby NietoSpecialist, Financial Aid, AllocationsT E C H N O LO GY, R E S E A R C H , & I N F O R M AT I O N SYS T E M S D I V I S I O NTodd HoigSpecialist, Information SystemsVinod VermaSystem Software Specialist IIC O M M U N I C AT I O N S D I V I S I O NPaul FeistVice Chancellor, Communications14Disabled Student Programs and Services 2014California Community Colleges Chancellor’s Office

California Community Colleges Chancellor’s Office1102 Q Street, Sacramento, CA 95811www.cccco.edu CORML#30 and#31

California Community Colleges Chancellor's Office Brice W. Harris, Chancellor Students attend a class at Merritt College in Oakland 2014. Disabled Student Programs and Services 2014 iii . Financial Aid icanaffordcollege.com SOCIAL MEDIA: California Community Colleges' Facebook Page