Gavilan College Fact Book 2009

8/14/2019 Gavilan College Fact Book 2009

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O ce of Institutional ResearchGavilan College Factbook 2009

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Factbook

B ig T ime e ducaTion , H omeTown LocaTion


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AdministrationSteven M. Kinsella, D.B.A., C.P.A. - Superintendent/President

Kathleen Rose, Ed.D. - Vice President of InstructionJohn Pruitt, M.S. - Vice President of Student Services

Joe Keeler, M.S., C.P.A. - Vice President of Administrative ServicesSherrean Carr, M.S. - Dean of Technical and Public ServicesFran Lozano, M.A. - Dean of Liberal Arts and Sciences

Ron Hannon, M.A. - Dean of Physical Education/AthleticsFran Lopez, M.A. - Associate Dean, Disability Resource Center

Rachel Perez, M.A. - Associate Dean, Community Development and Grants ManagementAnne Ratto, M.A. - Associate Dean, Extended Opportunity Programs and Services

Board of TrusteesDebra Smith - President

Kent Child - Vice PresidentTom Breen - Clerk

Mike Davenport - TrusteeMark Dover - Trustee

Laura Perry, Esq. - TrusteeElvira Robinson, Esq. -Trustee

Rigoberto Lopez - Student Trustee

Gavilan College Factbook November , 2009Steven M. Kinsella, D.B.A, C.P.A. - Superintendent / President

Randy Brown, Ph.D. - Director, O ce of Institutional Research

5055 Santa Teresa Boulevard Gilroy, CA 95020

www.gavilan.edu


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Table of ContentsIntroduction................................p. 6Executive Summary...................p. 7District Pro le ........................p. 8

History, p. 8 Service Area (map), p. 9Area population, age distribution, and projected growth, p. 10 Area population, ethnic distribution, and projected growth, p. 11Area industries and projected growth, p. 12 Area occupations and projected growth, p. 13

Enrollment Trends ... p. 14 Full time equivalent students (FTES) over time, p. 14

Student headcount over time, p. 15 Student enrollment over time, p. 16 Student enrollment by location over time, p. 17 Top disciplines by enrollment over time, p. 18

Student Pro le...........p. 19Gender distribution by academic year, p. 19Ethnic distribution by academic year, p. 20 Age distribution by academic year, p. 21Fall 08 degree-seeking student snapshot , p. 22

Student Outcomes.....p. 23Student degree achievement, p. 23Transfers to University of California and California State University, p. 24Success and retention rate by term, p.25 Completion and transfer rate by cohort, p.26 Progress and achievement of students earning >30 units, p. 27 Student persistence rates, p. 28


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O ce of Institutional ResearchGavilan College Factbook 2009 Page 4

Support Programs......p. 29Extended Opportunity Programs (EOPS), p. 29Calworks, p. 30 Math, Engineering and Scinece Achievement (Mesa), p. 31Trio, p. 32 Puente, p. 33Disability Resource Center (DRC) , p. 34Math Lab, p. 35 Tutoring, p. 35

Writing Center , p. 36

Additional Initiatives....p. 37T.J. Owens Gilroy Early College Academy (GECA), p. 37 Basic Skills, p. 38 Service Learning, p. 39First Year Experience (FYE), p. 40 Science, Technology, Engineering, and Mathematics (STEM), p. 41

Athletics......................p. 42Current programs, p. 43Student athlete snapshot 08/09 academic year, p.44Overall and ahtletic studetn success and retention by term, p. 44

Staff............................p. 45Full time equivalent (FTE) by category by year, p. 45 Staff headcount by category by year, p. 46 Fall 08 staff ethnic distribution by category, p. 47 Fall 08 gender distribution by category, p. 48

Financial Information........p. 48


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IntroductionThe purpose of this Factbook is to provide detailed

information on the performance of Gavilan Collegeprograms, services, and students, and to bring togeth-er the results of studies conducted by the Of ce of

Institutional Research.The Factbook can be a useful tool for examining

data from a particular term or year and/or reviewingtrends over time.

This publications creation was limited by the avail-ablility of data from various sources and relies upondata that may have reliability and validity weaknesses.

The Factbook will be updated periodically.

Future editions will be strengthened by a campus-wide process underway to assess and summarizeoutcomes for instructional, student support, andadministrative programs. Additionally, with the imple-mentation of a new Executive Information System,more reliable and extensive data will be included. If the reader has suggestions as to what additional datamight be presented, please contact the Of ce of Insti -tutional Research.


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Executive SummaryStudent headcount has steadily increased for thepast ve academic years. For example, from the

03/04 academic year through the 08/09 academicyear, student headcount has increased approximately

121%. These considerable increases are likely dueto a combination of service area growth, increases

and improvements in course and program offerings,outreach efforts, along with economic circumstances.

The majority of the College population has beenfemale (since 02/03), while males have steadily

increased slightly in proportion such that they werethe majority of the student population in 08/09

(52.35%). The proportion of the student populationwho reporting being White has been steadily

decreasing, with Hispanic-Americans comprisingthe largest ethnic group in 08/09 (38.01%). Sixty-

percent of degree-seeking students entering GavilanCollege need Basic Skills assistance prior to taking

transferable courses.The College offers a variety of student support

programs. While research designs and methods arerudimentary, some of these programs have collectedand analyzed data that suggests these programs are

effectively assisting students.

Gavilan College has begun several new initiatives,which are designed to further support students in

achieving their educational goals. Preliminary datasuggest that programs are effectively supporting

students.

The number of degrees has increased for thepast four academic years. For example, from 04/05

through 07/08 the number of degrees awardedincreased 48.2%. Nevertheless, the proportions of students who are prepared to transfer or who have

obtained a degree have not increased. It must benoted that these data are the result of cohorts who

started their academic work ve years prior.

Female athletics programs have grown over thepast three years and have had some notable successes

including a 2008 softball playoff berth.

While the number of students has dramaticallyincreased, staff Full-Time Equivalent (FTE) has

dropped from Fall 00. Total staff headcount hasincreased slightly over the same period. These seemly

contradictory data suggest that Gavilan College hasincreased the number of part-time staff and existing

staff have become more ef cient over this period.


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District Profle

History

In 1919 Hollister High School began offering lowerdivision college classes to its graduates. The classeswere offered at the high school site through the newlycreated San Benito Junior College. In time the collegebuilt its own building. In the 1960s the communitycollege movement swept California and the SanBenito High School District joined with neighboring

Gilroy Uni ed School District and Morgan Hill Uni edSchool District to form the Gavilan Joint CommunityCollege District.

Voters passed a bond measure to create a fullcollege campus, centrally located within the district.College classes moved to a temporary location at the

Hollister Airport (still in use as the Gavilan CollegeAviation Program) while the rst facilities on a 170-acre parcel south of Gilroy were constructed. TheGilroy campus added buildings over time throughstate funding, with the last new building constructedin 2003.

In 1997 and 1998, satellite sites were established inHollister and Morgan Hill to supplement the offeringsat the main campus. In 2004 district residents passedBond Measure E, providing funds to upgrade theGilroy campus and purchase land for future campusesin Coyote Valley and San Benito County. These landpurchases were completed in 2008.


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Service Area

The Gavilan College service area is composedof the Southern portion of Santa Clara County,which encompasses Coyote, Morgan Hill, San Martin

and Gilroy and all of San Benito County, whichencompasses Hollister, San Juan Bautista, Tres Pinos,and Pacines (see Service Area map below).


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Area p opulati on, age d istribution, and proj ected gro wth


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Area populati on, ethn ic d istribution, and proj ecte gro wth .

Note: White-Hispanic is a def inition u sed by t he United States C ensus B ureau . Hispanic or Latinopeople a re t hose w ho report origins i n Spain o r Hispanic Lat in A merica, and they m ay b e o f anyrace. T hus, each race, including W hite A merican, comprises individuals who a re H ispa nic orLatino a nd individuals w ho a re n ot H ispa nic or La tino.


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Area i ndustries an project ed grow th


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Area occup ations and proj ected growth


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Enrollment TrendsTable 5 : Full Time S tudent Equivalent (FTES) over ime

Note: FTES is calculated by summing the Total Hours in all the enrollment records during the time period, then dividing by 525.


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Tabl e 6 Student headco unt over ime.

Note: Headcount is the number of students enrolled.Each student who comes in the door counts as one, regardless of the number of units in which that students is enrolled.


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Table 7 Studen t en rollmen t over ime

Note: Enrollment is also known as "seatcount" and is de ned as the number of seats lled at an institution.For each course, enrollment is counted separately. So, a student who is taking 4 courses one term would be counted four times.* JPA are Police and Fire Academy students.


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Table 7 : Student enrollment by l ocat ion o ver ime

Note: Enrollment is also known as seatcount and is de ned as the number of seats lled at an institution. For each course, enrollment iscounted separately. So, a student who is taking 4 courses one term would be counted four times.


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0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000

2001

2002

2003

2004

2005

2006

2007

Administration of Justice

Allied Health

History

Art

Adapted Education

Child Development

Public Safety Academies

English as a Second Language

Math

Physical Education

Computer Science Information Systmes

English

Guidance

Table 8: Top disciplines b y e nrollment over t ime


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Gender di stribution by ac mic yea head count)

Student Profle


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Ethnic d istribution by a demic ye ar ( head count)


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Age distribution by acad emic yea headcount)


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Fal l08 deg ree ski ngsuden tsn ap sh ot

1. Data from registration application.2. Students who were identi ed as Basic Skills from assessment scores.3. Students who received an award which as one of the screening criteria was identi ed as low income.4. Self-reported on a survey attached to assessment form. The percentage for this group was extrapolated for the entire sample.5. Those reported as having a primary disability,6. Only those students who reported in the registration application as seeking a degree or transfer.

Fall 08 Count %Residency Status 1 3,423 99.8 %

Need for academic support 2 2,051 59.8 %Low Income 3 1,180 34.4%First generation 4 1,255 36.6%Disability 5 212 6.2%

Total students 3,429


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Student degree achievement

Student Outcomes


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Tran sfers to University o f California a nd California S tate U niversities


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Student success and ret ention rat e b y t erm

Note: Success is de ned as a grade of A,B,C, or CR at the end of the term.Retention is de ned as being enrolled after the rst census date and receiving a grade of some kind


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Completion an d t ransfer r ate b y coh ort

Note: Based upon the cohort de ned above, a Completer is a student who attained a certi cate or degree or became transfer prepared during a three year period, for example, from Fall 2004 to Spring 2007. Students who have completed 60 transferable units with a GPA of 2.0 or bet-ter are considered transfer- prepared. Students who transferred to another post-secondary institution, prior to attaining a degree, certi cate, or becoming transfer-prepared during a ve semester period are transfer students.


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Note: 1. Percentage of rst-time students who showed intent to complete and who achieved any of the following outcomes within six years:Transferred to a four-year college or earned an AA/AS; or earned a Certi cate (18 units or more); or achieved Transfer Directed status;or achieved Transfer Prepared status.2. Percentage of rst-time students who showed intent to complete and who earned at least 30 units while in the CaliforniaCommunity College System.

Student progre s and achi evem ent of students who earned > 30 units


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Student p ers istence rat es

Note: Percentage of rst-time students with a minimum of six units earned in a Fall term and who returned and enrolled in the subsequent Fall term anywhere in the California Community College system.


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Support ProgramsExtended O pport unity Pr ograms (EOPS)

The EOPS program provides support to studentsexperiencing economic, social and educational chal-lenges. EOPS helps students to achieve their edu-cational goals by increasing access, retention andtransfer. To be eligible for EOPS, students mustdemonstrate a nancial and educational need, andbe enrolled in at least 12 units. Counselors provide

academic advising and class scheduling, career andvocational counseling, personal problem-solving andcrisis intervention. EOPS program services includeorientation to college resources, grants and book vouchers, a book lending library, priority registration,

eld trips to major four-year universities, and studentsuccess workshops.

Program Assessment Findings (a s ample):

Note: The overall College retention rate over this period ranged from approximately 79-86%. Retention is de ned as being enrolled after the rst census date and receiving a grade of some kind.


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Calworks

CalWORKs helps students who receive publicassistance to become self-suf cient through theprovision of education, employment and supportiveservices. The occupational programs for CalWORKsstudents are linked to the demands of the local labormarket and can assist students with a career track that will lead to a family-supporting income. The

support services that CalWORKs provides includeacademic, personal and career counseling, textbooks,employment assistance and job placement and liaisonwith county departments of social services.

Program Assessment Findings (a sample):

After 1 semester participating in CalWORKsProgram, 45% of students demonstrated at leasttwo job skills, (increased work hours, employment,resume development, or increased income).

After 1 semester participating in the CalWORKsProgram, 80% of students increased their Work Participation Rate to 32/35 hours per week.


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Mathem atics, Engineeri ng a d S cience chievem ent Program (Mesa)

Mathematics, Engineering and Science AchievementProgram (MESA) Undergraduate Program is a part -nership between the University of California (UC)and the California Community College ChancellorsOf ce. The program provides academic supportservices to quali ed students who are majoring in

Program Assessment Findings (a s ample):

Note: 90% of MESA Latino Students are persisting toward transferring to four year universities compared to Yossos and Solrzanos (2006)analysis of 2006 census data which shows that in California only 10% of the Latinos transfer to 4-year universities that aspire to transfer.

math-based elds and who plan to transfer to four-year universities. Open to all eligible students, MESAemphasizes participation by educationally underservedstudents. MESA provides a study center, AcademicExcellence Workshops, trips to universities, academicadvising, and much more.


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Trio

The TRIO Student Support Services Program is fund-ed by the U.S. Department of Education to speci callyidentify and support students who t at least one of the following criteria: rst in their family to attendcollege ( rst-generation college students), low incomestudents, or students with veri ed disabilities. TRIOseeks to assist students to stay in college, graduateand transfer to four-year universities.

TRIO provides a variety of services including aca-demic and personal counseling, tutoring in English &Mathematics, supplemental grant aid, textbook lendinglibrary, weekly laptop computer loan, learning

communities (linked courses), Summer Bridge Pro-gram, informational workshops, cultural & social ac-tivities, volunteer opportunities and visits to four-yearuniversities


32% percent of 05/06 TRIO participants gradu-ated or transferred within three years of enrolling

in the TRIO program, as measured by the degreecompletion and transfer rates of cohorts of TRIOprogram participants.

Summer 08 -Bridge p articipants s ubsequ ent Fall 08 performance in a sam ple o f courses .


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Puent e

The mission of the Puente Program is to increase thenumber of educationally underserved students whoplan to transfer to four-year colleges and universities,earn degrees and return to the community as leaders

and mentors to future generations. Research indi-cates that Puente students transfer at a high rate andsucceed academically. Puente students take two con-secutive writing classes, English 250 (Practical Writing)and English 1A (Composition). These classes provide asupportive and stimulating environment to build con -dence in writing skills through an exploration of theMexican-American/Latino experience. Puentestudents work closely with their Puente counselor

until they graduate, exploring career options, devel-oping an academic educational plan and identifyinglifetime goals. All Puente students are also requiredto enroll in Guidance 6 (Life Skills for Higher Educa-

tion) and Guidance 1 (Self-Assessment and CareerDevelopment). Each Puente student is matched with amentor from the business or professional community.Mentors share their personal, academic and careerexperiences and provide a window into real-lifework environments. The network of trained Puentementors provides many resources for Puente stu-dents, their families, and their communities .


Percen tage o f Gavilan College Puente students w ho achieve transfer-prep ared statuswithin six years o f program part icipation.

Note: The overall rate for Gavilan College students is 46-50%


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Disability esou rceenterDRC) The Disability Resource Center (DRC) provides a va-riety of services to equalize educational opportunitiesfor students with temporary or permanent disabilities.Services include academic advising, career and voca-tional counseling, college campus orientation, educa-tional tutoring, four-year college transfer assistance,

job training and placement, learning skills assessment,liaison with the State Department of Rehabilitation,mobility assistance, note-takers, referral services,

registration assistance, sign language interpreters, real-time captioning, support classes, test taking facilitationand assistive computer technology and training.


According to a retrospective survey, 77.8% of students reported that they had learned muchor very much about their disability as a resultof their participation in the DRC program(Spring 08).

According to a retrospective survey, 95.2% of students reported that they had used DRC ser-vices that have helped them learn (Spring 08).

According to a retrospective survey, 95.2% of students reported that they had improved theirperformance in their classes as a result of DRCassessment and support services (Spring 08).


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Math Lab

The Math Lab provides a place for students to prac -tice math skills and receive individualized help withmath problems at every level, from basic mathematicsto calculus. Students can work with math instructors,the math lab assistant or other students. Computersin the lab provide tutorial software as well as mathsoftware for geometry, statistics and calculus projects.

Tutoring

Tutoring services are designed to assist students toincrease their success in college courses and in thedevelopment of their learning skills. This is accom-plished by providing students with an opportunity towork with trained tutors who engage students in theexamination of concepts and processes; discussion of ideas and theories; hands on practice; and summari-zation of ndings. It is in this collaborative learning

environment that students develop their con denceand independence as a learner. Tutoring services arefree to all Gavilan Students.

Program Assessment Findings (a sample): From a Fall 08 survey, 81.25% of respondents

reported getting their questions answered at theMath Lab (n=82).

From a Fall 08 survey, 72.2% of respondentsreported utilizing Math Lab assistance to improvetheir Math success (n=82).

Program Assessment Findings (a sample): Data from a Spring 08 self-report survey revealed

that 98.2% (n=55) of students either stronglyagreed or somewhat agreed with the state-ment: I critically analyzed information in the text,notes, and assignments.

Data from a Spring 08 self-report survey revealedthat 92.6% (n=54) of students either stronglyagreed or somewhat agreed with the state-ment: I discussed the course material.


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Writing enter

The Gavilan College Writing Center serves the cam-pus community by fostering, celebrating and encour-aging writers and the varied and multiple purposes

and audiences that writing serves. Writing centerparticipants receive consultation with specially trainedstudent assistants. These assistants help writers startand strengthen all kinds of class assignments as well aspoetry, short stories, song lyrics, business letters andresumes. Students can enjoy a cup of coffee or tea inthe centers welcoming atmosphere and meet otherwriters from across the Gavilan campus. The centeralso offers space for writing discussions, meetings,workshops and study groups. Special events includeactivities with acclaimed writers from our VisitingWriters and Scholars in Residence programs. Thecenter can also provide self-directed mini-lessons andwriting prompts. The center also collaborates withfaculty across the curriculum to increase the likeli-hood of students academic success, providing links toassignments and effective research and writing strate-gies. The center also offers specially tailored, assistantled, in-class workshops upon request.

Program Assessment Findings (a sample): Students who participated in the Spring 08 Writ-

ing Centers Classroom Based SupplementalInstruction succeeded at a higher rate than non-participants (53.4% and 51.7% respectively).

In Spring 08 self-report survey (n=182), 90% of student reported that their Writing Center expe-rience was helpful in writing and learning.


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The Dr. TJ Owens Gilroy Early College Academy(GECA) is an educational partnership between GilroyUni ed School District and Gavilan College, and isone of the cutting-edge Early College High Schoolsthat are being envisioned and funded all across theUnited States through the Bill and Melinda GatesFoundation. Selected high school students participatein an innovative, highly supportive, and academicallychallenging program. Located on the GavilanCollege Campus, students experience a rigorous,

college preparatory high school education, as well astake college classes (up to 11 units a semester) - forwhich they will receive both college and high schoolcredit. In four years, students graduating from theAcademy obtain not only a high school degree, butalso have approximately sixty fully transferable collegeunits. That means that students can enter the UC,CSU, or private four-year university with the rst twoyears of college fully completed and paid for in full.

Comparison of GECA student perf ormance i n Gavilan C ollege co urses ( Spring 0 8).

Additional Initiatives

Gilroy E arly C ollegcademy ( GECA)


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The Basic Skills Network targets students who, basedon their assessment test scores, are placed into pre-collegiate, non-transferable levels of English and/orMath courses and provides them with support andservices to ensure they have every opportunity to besuccessful with their academic goals. Students whorequire these pre-collegiate course(s) are identi edand assisted with obtaining appropriate services andresources, on and off campus, that may enable themto become academically successful and on track toachieving their goals. Students are referred to cat-egorical programs on campus such as DRC, EOPS,MESA, Puente and TRIO and those who do not qualify

are offered one-on-one counseling services with adesignated counselor. Partnering with English, ESL andmath instructors, in-class workshops on topics such asstudy skills, time management, Math Fear No Moreand goal setting provide students with practical toolsand strategies to be successful, and individualizedcounseling and an early alert system help to iden-tify and resolve student issues early. The Basic SkillsNetwork strives to empower students and fostersstudent success and academic goal achievement withina nurturing, non-judgmental, con dence building envi -ronment.

Reported pre/ post writing ski lls f or B asic S kills st udent vs. comparison gro up (Spring 0 8).

Basic Skills


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Servi ce Learn ing:

Service Learning incorporates service at a communi-ty-based agency into the syllabus of a course.Service learning gives students opportunities to gointo the community where they can relate what theylearn in class to the real world. It allows students,faculty, and community organizations to work together for mutual bene t. Student learning is

Post-surv ey s elf-rep ort: How much m ore l ikely would you be t o tran sfer ( Spring 0 9 ).

enhanced when students apply what they arelearning at non-pro ts in their own communities.Faculty are challenged to evolve in their teaching, andsocial service agencies bene t when students come into do projects, bringing fresh energy and perspectivesto their work.

Post-surv ey sel f-rep ort: ( Spring 09 )How much di d you l earn ab out the n eeds of the com munity in w hich you w orked?


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Gavilan College offers a program for rst-time newstudents who want to strengthen their reading, writ-ing and study skills while at the same time becomingfamiliar with the campus and its resources. Teachersand First Year Experience counselors work together

to help students develop connections between thecourses and their college experience. The goal is tohelp students build a strong foundation and placethem on the road for college success.

Success Rate C omparison o f First Year Experience vs . Non FY E st udents

First Year xperience ( FYE)


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Science, Techn ology, Engineering,andMathematics (STEM)

The STEM project, funded through a federal grant,targets the areas of science, technology, engineering,and mathematics. The project will make it possible to:improve data collection and analysis, upgrade equip-ment for the study of chemistry, biology and phys-ics, augment science instruction with new software,increase math tutoring, add a portable lab with laptopcomputers, develop curriculum, and provide facultytraining. In implementing the grant, Gavilan Collegewill work with San Benito and Gilroy High Schools,and San Jose State University to strengthen transferpathways. The project began Fall 08 and has not yetgenerated outcome data.

Program Assessment Findings (a sample): Increased math tutoring and workshops Hired a dedicated counselor for STEM students STEM Summer Intern Program provided 16

Gavilan Students with paid internships Summer STEM Academy offered for incoming

freshman Over $500,000 in new equipment and technology

in place for Fall 2009


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Gavilan Colleges Athletics Department is interestedin each student-athletes growth and development inall areas of college life and emphasizes the importanceof obtaining a degree while striving for full academicand athletic potential.

The department offers athletic opportunities to adiverse group of men and women consistent withthe mission of the College. Educational and athleticexcellences are the cornerstones of the athleticprogram. The programs success is measured by theperformance of its student-athletes in their academicand athletic pursuits, as well as their contribution tosociety and the community both before and aftergraduation.

It is our desire to contribute to the continued growthand development of each student-athlete by providingopportunities that advance the physical, mental, social,

and emotional rewards that result from a comprehen-sive experience in higher education. It is hoped thatour relationships with each student-athlete will helpdevelop a positive and constructive philosophy whileenhancing their personal and community relationshipsat the same time. In addition, the department strives

to provide the resources required to provide a totalcollegiate experience for all its student-athletes.

Finally, the Department is committed to both theletter and the spirit of the rules and regulations of Gavilan College, the Coast Conference, and the Cali-fornia Community College Athletic Association.

In the last three years, we have been able to add twonew sports to our offerings: mens soccer and wom-ens volleyball. Since 2003, three coaches have beenvoted Coach of the Year in the Coast Conference.Several student-athletes have been named to all-conference teams. In 2009, womens softball quali edfor post-season play for a second straight year. Five of the six teams have full-time head coaches that serveGavilan College as instructors both within the Physi-cal Education & Athletics Department as well as theSpanish Department. The softball complex, baseball

complex, soccer eld, football, eld, womens lockerroom, and tness center have been recently upgraded.

Athletics


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Current Programs

Men WomenBaseball SoftballBasketball Volleyball

SoccerFootball

Depending upon student interest, recent years have also seenWomens Basketball and Womens soccer teams.


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Student Athlete S napshot 08/09 academ ic year

Total number % Male Average Age % Seeking AA ortransfer

137 83.9% 20.11 86.9%

veral l and Athleti c S tudent Success and ret ention rat e b y t erm

Note: Success is de ned as a grade of A,B,C, or CR at the end of the term.Retention is de ned as being enrolled after the rst census date and receiving a grade of some kind.


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De nitions:

Educational Administrative: An administrator who isemployed in an academic position designated by the governingboard of the district as having direct responsibility for supervis-ing the operation of or formulating policy regarding the instruc-tional or student services program of the college or district.

Tenure-track faculty: Tenure-track staff who hold academ-ic-rank titles such as counselor, librarian, professor, associateprofessor, assistant professor, instructor, lecturer, healthcare,learning disabilities, etc.

Academic-temporary: Part-time staff who hold academic-rank titles such as counselor, librarian, professor, associate pro-fessor, assistant professor, instructor, lecturer, healthcare, learningdisabilities, etc.

Classi ed Administrative : All staff persons whose assign-ments require primary (and major) responsibility for manage-ment of non-academic efforts.

Classi ed Professional: Members of the classi ed ser -vice who are employed for the primary purpose of performingacademic support, student service, and institutional supportactivities whose assignments require either college graduation orexperience of such kind and amount as to provide a comparablebackground.

Classi ed support: Members of the classi ed service whoserole is supporting institutional efforts.

Note: California Community Colleges Chancellors Of ce staff categorizations changed Fall 03.

Staff Full Time E quivalent (FTE) by cat egory by ye ar


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De nitions: See page 45.Note: California Community Colleges Chancellors Of ce staff categorizations changed Fall 03.

Staff headcount by cat egory by year


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Fall 08 E thnic d istribution by c tegory b y ye ar

De nitions: See page 45.Note: California Community Colleges Chancellors Of ce staff categorizations changed Fall 03.


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Fall 08 Gender d istribution by ca ry b y ye ar

De nitions: See page 45.Notes: California Community Colleges Chancellors Of ce staff categorizations changed Fall 03.


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College expenditures o ver t ime

Financial Information


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FY 08/09 F Y Expend iture B reakdow n ( Gener al Fund)

Fiscal Year* 08/09 %Salaries, Burd ens, and Benefits 23,277,708 76.52%Books and Supplies 563,202 1.85%Servi ces and O ther O peratingExpense

4,302,877 14.14%

Capital Outlay 266,505 0.88%Interfund Transf ers 2,010,604 6.61%Total 30,420,896 100%

FY 08/09 FY Revenue B reakdown ( General Fund)

Fiscal Year* 08/09 %Propert y T ax 14,677,498 50.30%Fees 1,111,866 3.81%State 12,343,428 42.30%Federal 0 0.00%Other 1,046,838 3.59%Total 29,179,630 100%

FY 08/09 FY Fund E xpen ditures

Fiscal Year* 08/09General 30,420,896Categorical 8,169,405Measure E 38,075,473Parki ng 150,043Studen t Center 122,941


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Documents

Gavilan College Fact Book 2009