End of Year Report - Richland College
End of Year Report - Richland College
End of Year Report - Richland College
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24<br />
<strong>Richland</strong> <strong>College</strong><br />
1.2.3 % <strong>of</strong> local service area market enrolled as students for either<br />
credit or continuing education classes<br />
Strategic Measure*<br />
Target Range<br />
Performance<br />
% <strong>of</strong> max. target range<br />
≥ 4.50 – 5.00<br />
= 3.58<br />
= 71.60%<br />
While the service area <strong>of</strong> the Dallas County Community <strong>College</strong> District is Dallas County<br />
(DCCCD), the Board <strong>of</strong> Trustees assigns each college a portion <strong>of</strong> the county as their local<br />
service area. <strong>Richland</strong>’s leadership tracks the percentage <strong>of</strong> our adult local service area residents<br />
who enroll in at least one credit or continuing education class during the academic year<br />
as a key measure <strong>of</strong> market penetration. Performance for this measure<br />
●●<br />
falls below the target range by 18.4 percentage points<br />
●●<br />
represents a decline <strong>of</strong> 1.13 percentage points over the 2009-10 performance (see Figures<br />
1.2.3A,B)<br />
Although growth is occurring among African-American, Hispanic, and Asian student segments,<br />
there is a decline in the enrollment <strong>of</strong> Anglo students and continuing education market segments.<br />
Leadership reevaluated our target for service area enrollment and lowered the target<br />
to 4.00 for 2011-12, a number we believe to be more realistic due to performance trends particularly<br />
in continuing education.<br />
(%) Market Share <strong>of</strong> Service Area by Ethnicity<br />
12<br />
11<br />
10<br />
9<br />
2006-07 2007-08 2008-09<br />
2009-10 2010-11 100% <strong>of</strong> Target<br />
90% <strong>of</strong> Target<br />
8<br />
7<br />
6<br />
5<br />
Good<br />
4<br />
3<br />
2<br />
1<br />
0<br />
Total Anglo Afr-American Hispanic Asian<br />
Figure 1.2.3A<br />
Source: DCCCD Colleague System<br />
*Strategic measures are those identified for special emphasis by college leadership, the DCCCD Board <strong>of</strong> Trustees, the state or national government, or<br />
SACS accreditation agency. Operational measures are those key to the ongoing vitality <strong>of</strong> the organization but without strategic emphasis.<br />
<strong>End</strong> <strong>of</strong> <strong>Year</strong> <strong>Report</strong> 2010-11