E. TRANSFER. The ratio of the number of students by population group who complete a
minimum of 12 units and have attempted a transfer level course in mathematics or English,
to the number of students in that group who actually transfer after one or more (up to six)
years. Calculate transfer rates by dividing:
Rate
Transfer
Denominator
The number of students who complete a
minimum of 12 units and have attempted a
transfer level course in mathematics or
English
Numerator
The number of students
who transfer within six
years
The following comparisons are for students who first enrolled during the 2008-2009 school year,
completed six units, and attempted an English or math course (same as the degree or certificate
cohort). Since English and math are transfer requirements, the California Community College
Chancellor’s Office uses this methodology as a predictor of intent to transfer rather than the
more unreliable student indicated goal. These students are tracked for six years to see if the
outcome was achieved. A successful outcome is the transfer to a Bachelor degree granting
institution which is identified through the California Community College Chancellor’s Office.
Gender
Males outperform females in terms of the percentage transferring yet there is no evidence of a
disproportionate impact in terms of gender outcomes.
Gender
Female
Male
Total
Students
457
329
786
Transfers
54
57
111
Rate
Percentage Point Gap
11.8%
-2.3%
17.3%
3.2%
14.1%
Ethnicity
Latinos, whites, and unknown ethnicity students earn degrees and certificates at a slightly lower
rate than the average but the difference is not large enough to indicate a disproportionate impact.
Ethnicity
African-American
Asian
Latino
Nat. Amer./Alas.
Pacific Islander
White
Unknown
Total
Students
347
16
370
13
15
25
786
Transfers
51
3
49
3
2
3
111
Rate
Percentage Point Gap
14.7%
0.6%
18.8%
4.7%
13.2%
-0.9%
23.1%
13.3%
12.0%
14.1%
9.0%
-0.8%
-2.1%
Disability Status
Students with identified disabilities in the cohort transfer at rates considerably lower than
students without an identified disability. There is evidence of a disproportionate impact affecting
disabled students.
Disability Status
No disability identified
Identified disability
Total
Students
765
21
786
Transfers
110
1
111
Rate
Percentage Point Gap
14.4%
0.3%
4.8%
-9.3%
14.1%
Economic Disadvantage
Students with an economic disadvantage in the cohort transfer at rates lower than students
without an identified economic disadvantage, but the difference is not large enough to indicate a
disproportionate impact for the economically disadvantaged students.
Economic Disadv. Status
No economic disadv
identified
Identified economic
disadvantage
Total
Students
Transfers
Rate
Percentage Point Gap
101
21
20.8%
6.7%
685
90
13.1%
-1.0%
786
111
14.1%
Veterans
There are not enough Veterans in the 2008-09 cohort to compare transfer outcomes with the
general population.
Foster Youth
There are not enough Foster Youth in the 2008-09 cohort to compare transfer outcomes with the
general population.
Student Groups Experiencing the Greatest Gaps in Transfer
The table below shows the student groups with a “-3 percentage point gap or greater” in
Transfer. The Number of Students “Lost” is calculated by multiplying the Percentage Point
Gap with the number of Students. This is the same number of students that, if they had
transferred, would have closed the equity gap.
Student Group
Identified Disability
Percentage
Point Gap
-9.3%
Students
Number of
Students “Lost”
21
2