The OCC Atlas was designed to provide pertinent information about Orange Coast College’s students
and the surrounding community. The eleventh edition of the OCC Atlas contains information commonly
requested about OCC and its services, staff, students and student outcomes. It is intended to
provide a common and reliable base of information that can be used for general information, grant
writing, program review, professional conference presentations and institutional effectiveness
trends and indicators. The OCC Atlas is arranged into four sections: Environment and Access,
Student and Enrollment Trends, Student Outcomes, and Employee Data. The entire OCC Atlas can be viewed by clicking the link at the bottom of this page.
OCC Atlas 2012-2013 Highlights
Environment and Access: Information provided details the extent to which Orange Coast College
is serving cities and high school districts within the Coast Community College District’s (CCCD)
▬ A comparison of student enrollment from fall 2002 to fall 2012 shows that Orange Coast
College students are becoming more diverse in terms of ethnic background. In 1990, OCC’s student
population mirrored community demographics. By 2011, OCC’s student population was more ethnically
diverse than the adult population in our community. This trend continued through 2012.
▬ Students from outside of the college’s official service area continue to grow. In fall 2002,
44% of students came from outside of the service area; this has grown to 49% by fall 2010 and
remained consistent through fall 2012.
Student and Enrollment Trends: Information is provided on student demographic and enrollment
▬ The data shows that a significant loss of students occurred in fall 2003. This decline
continued through fall 2005. Headcount edged upward from fall 2006 to fall 2009 (25,947), but fell
again in fall 2010 (25,033). The decline continued through fall 2012 with a loss of 7.5% to 21,411,
the lowest headcount in 10 years. Seat counts declined at a similar rate from fall 2011 to fall
2012, 7.5%. The decrease in student headcount and seat count is due to the reduction of course
sections due to budgetary constraints rather than student demand.
▬ OCC’s student population has changed over the last ten years, becoming more ethnically
diverse and young. Beginning in 2009, data collection for ethnicity changed to conform to federal
guidelines. Although the trend has remained consistent large increases should be interpreted with
caution due to the changes in data collection. Per United States Department of Education
guidelines, educational institutions will be required to collect racial and ethnic data using a
two-part question. The first question is whether the respondent is Hispanic/Latino. The second
question is whether the respondent is from one or more races.
▬ Students have also been increasingly more diverse. The Hispanic/Latino group has been the
fastest growing ethnic group over the past ten years, increasing from 18% in fall 2002 to 30.5% in
fall 2012. Based on projection data, this trend is expected to continue.
is expected to continue.
▬ Students have been increasingly younger. In fall 2006, the under 25 population went to
70.3%, and decreased slightly to 70.2% in fall 2009. The under 25 group reached an all-time high of
73.7% in fall 2011, a dramatic increase from
71.5% in fall 2010. Fall 2012 students under the age of 25 remained stable.
▬ Fall 2006 marked the first time in 10 years at OCC when the male and female populations were
virtually even. Prior to that time, females were the majority group. By fall 2007, males made up
the majority of OCC students. This trend has continued through fall 2012 with males at 51.3%.
▬ The percent of students enrolling full-time has increased since fall 2002 hitting a high of
42.0% in fall 2010. This percent fell to 37.7% in fall 2012. While still higher than ten years
prior, it declined 3.8% in fall 2012. This is most likely due to large demand and lowered class
▬ The number of seats (course enrollments) peaked in fall 2002 after which course offerings
were reduced. Since then, enrollments fluctuated slightly in the mid 2000’s but decreased
significantly in fall 2010 due to budgetary constraints. This decline continued into fall 2012.
▬ The number of class sections offered was increasing since the late 1990’s, until cuts in
course offerings began in fall 2002. Throughout the rest of the 2000’s course sections never
returned to the late 1990’s and early 2000’s counts. Although sections did not increase, the
composition of sections offered changed over this time period with a rise in the number of online
course offerings. The
rise in online sections was met with a decline in the number of evening and weekend courses.
▬ Course enrollment trends indicate that students are taking courses at a wider variety of
times and formats. Students enrolled only in day classes accounted for the largest group in 2012
(41.0%). The percentage of students taking at
least one online class has increased from 7.2% in fall 2002 to 17.5% in fall 2009 and slight
increase in fall 2012 to 17.7%. A large decline has occurred among students only taking evening
classes from 21.1 (fall 2002) to 11.2% (fall 2012).
Student Outcomes: Various institutional effectiveness indicators are presented.
Success and retention rates are provided for the overall student population and by demographics.
Success and retention rates are calculated according to the State Chancellor’s Office standard
definitions. Other indicators are included, such as UC/CSU transfers, AA Degrees & Certificate of
Completions and probation trends. All Student performance and outcomes results for diversity data
has been moved to a focused equity report.
▬ The grade distribution started to change in fall 2001 with a decrease in the percentage of
withdraws (W’s) issued. A plausible explanation for the decreases (in the number of withdraws) in
the early 2000’s may be the change to a 16 week schedule. In fall 2000, the 16 week schedule was
partially implemented and full implementation was in effect in fall 2001. A further reduction in
the withdrawal rate was observed fall 2007 through fall 2011 (11.4). In fall 2012 there was a
slight increase in withdraws to 12.6%. This increase may be due to a change in the withdrawal
deadline in fall 2012. Withdrawal rates will be monitored in future semesters.
▬ Overall success rates have shown a slight increase since the late 1990’s. OCC
student success rates hit a high of 74.4% in fall 2010 and remained consistent
at 74.3% in fall 2011. Fall 2012 success rates showed a slight decline to 73.4%. The decline in
success rates were impacted by the increase in observed withdrawals.
▬ Overall retention rates hit a high of 88.6% in fall 2010 (remained consistent through fall
2012) up from 85.3% in fall 2002.
▬ Transfers to both CSU and UC have remained strong. In 2010-2011 OCC hit an all-time high in
the number of students transferring to CSU/UC at 2,274. Overall transfers decreased by 15% in
2012-2013 and were due to a decrease in CSU and UC transfers. Although a decrease was observed,
this decrease was observed state-wide and OCC statewide ranking remained strong at was 2nd in CSU
transfer statewide and 6th in UC transfers statewide. OCC’s overall
transfer rating at 3rd from 2011-12 to 2012-13.
▬ The total number of AA/AS Degrees awarded has increased 26% since
2002/2003 while Certificates of Achievement has increased by 27%. The addition of the Associate in
Science degree in 2006/2007 and the AAT 2011-2012 led to a drop in Associate of Arts degrees award, but the total number of Associates degrees combined has reached all-time highs over the past two years.
▬ The college continues to perform well on accountability measures (Student Success Scorecard)
where we performed above the state average and our designated peer groups on most measures. Strong
performance areas are in student progress and achievement, unit completion, persistence and
vocational course success rates. Areas of improvement are in with basic skills progression and
In Closing …
The information contained in the OCC Atlas illustrates current data and trends in a variety of
areas. This information simply explains what is occurring and no inferences can be made as to why
it is occurring. In most instances, we have provided a brief explanation of the data trends and any
other contextual information that may be helpful for the reader to understand the data. Space and
usefulness to a larger audience are considerations when planning and preparing the OCC Atlas. It is
neither feasible nor practical to include all of the volumes of information collected on OCC. The
OCC Office of Institutional Effectiveness welcomes your suggestions on future information you would
like to see in the next edition of the OCC Atlas.