2022 RCC Factbook
Data-Driven Strategy at Rockland Community College
Fall 2016 – Fall 2022
The Rockland Community College (RCC) Factbook was developed by the Office of Institutional Research and Effectiveness housed in the Division of Economic Mobility and Workforce Innovation, in partnership with the Strategic Marketing team. The Factbook is designed to democratize data and information for internal and external stakeholders committed to the success of RCC students. This Factbook should be used as an introduction to the Institution, and an opportunity to spark questions. As part of a larger strategy to strengthen our data culture, practice, and infrastructure, there will be additional topic-specific “Deep Dives” that explore the various questions raised by the Factbook, and in support of our Strategic Transformation Planning process.
The Factbook includes visuals and tables accompanied by a “Why it Matters” narrative to help put the information into context for RCC stakeholders. Below are some of the key takeaways from the analysis presented in this Factbook.
Introduction
Major Takeaways
Enrollment Trends:
- Enrollment has been steadily declining since 2016, both in headcount and Full-Time Equivalent (FTE). Full-time enrollment has decreased at a much higher rate than part-time enrollment. The FTE count is a major factor in determining our annual funding formula. The fewer FTEs, the smaller the College’s budget will be in the coming year.
- During the height of the Pandemic, RCC enrollment dropped to its lowest point in over 20 years. Importantly, RCC has been able to financially weather the storm of the Pandemic so far, due to timely and flexible federal relief funding, which will end in December 2023.
- From Fall 2017 to Fall 2021, Hispanic enrollment increased by 1%, while Black/African American enrollment decreased by 19% and White enrollment decreased by 35%. RCC is a Hispanic Serving Institution (HSI), which means that at least 25% of our students are Hispanic. Our student population is more diverse than Rockland County’s population, while our faculty population is less diverse than the County population.
- Non-credit English Skills Academy enrollment has gone from 667 FTE to 52 FTE since Academic Year (AY) 2018, which may signal an opportunity for growth.
Retention Trends:
- Both fall-to-spring and fall-to-fall retention rates have been steadily decreasing over the last few years. Fall-to-fall retention rates decreased from 2017 to 2020; the fall-to-spring retention rate decreased until Fall 2021, when the retention rate rose by 3%. This could lead to a fall-to-fall increase when the data becomes available for the fall 2021 cohort.
- RCC continued to make big gains in early momentum from fall 2017 to fall 2021: first-time, full-time students completing college level (general education) math increased from 38% to 50%. First-time, full-time students completing 15 credits in their first semester increased from 18% to 24%. Students who start well, measured by early momentum, are more likely to graduate.
Graduation + Success:
- From fall 2017 to fall 2020, the 2-year graduation rate increased from 16% to 20%, while the 3-year graduation rate decreased from 30% to 28%. The SUNY community college graduation rates for 2-year and 3-year completion are 18% and 29% respectively.
Community College Survey of Student Engagement Spring 2018:
- “Communicating with faculty by email” and “discussing ideas outside the classroom” are two of RCC’s best engagement traits, and are higher than the national average.
- “Career Counseling”, “use of peer tutoring”, and “use of computer labs” are among the worst engagement traits, and are lower than the national average.
Adult Learners
- In Fall 2021, 79% of our students were under 25 years of age.
- Half of Rockland County residents are 25 years and older and have less than an associate degree. This represents a largely untapped adult learner market who could benefit from stackable pathways incorporated into our workforce development programs and degree programs.
Career Readiness + Workforce Development
- 83 students enrolled in 13 workforce development programs with 95% of learners completing the program and 85% of students earning an industry recognized credential.
- There were more than 470 job, practicum, Federal Work-Study, and internship placements from late spring to the end of summer 2022.
Microcredentials
- Microcredentials help students to upskill for career advancement or start their degree studies. 2022 was the first year that Rockland Community College microcredentials have been available.
- As of September 2022, the College approved 15 microcredentials that are stackable into degree programs, and 5 microcredentials were issued to students in June 2022.
Small Business Development Center (SBDC)
- 417 new businesses were started, 81 new jobs were created, and 3,144 jobs were protected with the help of SBDC.
- Investments of $121,487,693 in new and existing small businesses were coordinated.
- 227 hours of training were delivered at 59 events to 6,573 entrepreneurs.
- During the Pandemic, SBDC secured $83,198,845 in direct pandemic relief for businesses, resulting in 2,881 saved jobs.
Community Profile
Why it matters:
- Rockland Community College has a diverse student community
- The largest minority group at Rockland Community College is Hispanic
- 37% of the County population have a minority background
As the College’s diversity expands, it is important for RCC to be aware of the culturally diverse communities that comprise RCC, and expand knowledge and representation through imagery, staffing, educational resources, and cultural events. As we develop and adapt to the needs of our community, our reach expands through grant funding, which allows us to continue these efforts on a larger scale.
Rockland County Population
Population Estimate:
339,227
Population 25 years and over:
203,609
Median Household Income (2020 dollars):
$94,840
Percent in Poverty:
14.5%
| Race/Ethnicity | Population |
|---|---|
| American Indian and Alaskan Native | 0.1% |
| Asian | 5.9% |
| Black or African American | 11.3% |
| Hispanic or Latino | 18.4% |
| Native Hawaiian and Pacific Islander | 0.0% |
| Two ro More Races | 1.6% |
| White | 62.5% |
| Race / Ethnicity* | Students Fall 2021 | County Population | Full-Time Instructional Staff | Part-Time Instructional Staff | Full-Time Non-Instructional Staff | Part-Time Non-Instructional Staff |
|---|---|---|---|---|---|---|
| Asian | 324 (6.6%) | 20,014 (5.9%) | 5 (5.8%) | 24 (6.3%) | 6 (2.6%) | 14 (5.6%) |
| Black or African American | 1,061 (21.7%) | 38,333 (11.3%) | 7 (8.1%) | 47 (12.4%) | 42 (18.1%) | 37 (14.9%) |
| Hispanic of Any Race | 1,761 (36.1%) | 62,418 (18.4%) | 5 (5.8%) | 24 (6.3%) | 33 (14.2%) | 49 (19.7%) |
| White | 1,734 (35.5%) | 212,017 (62.5%) | 68 (79.1%) | 273 (72.2%) | 145 (62.5%) | 140 (56.2%) |
*Students and employees with unknown race/ethnicity were not included in the percentage calculations.
| Education Level | Population |
|---|---|
| No Diploma | 11% |
| High school graduate (includes equivalency) | 22% |
| Some college, no degree | 17% |
| Associate's degree | 8% |
| Bachelor's degree | 23% |
| Graduate or professional degree | 19% |
Educational Attainment
Why it matters:
Half of Rockland County residents who are 25-years or older, have less than an associate degree, which represents a large adult-learner market. As we look to fill the needs of our community, we must involve the needs of adult learners in the development of our Workforce Development and degree programs. Some of the strategies to increase enrollment of adult learners include, but are not limited to, increasing flexible schedule offerings, age diversity in marketing materials, technology resources, shorter time commitments for certification, and tutoring opportunities for required classes.
Enrollment
Historic Enrollment
Why it matters:
- Rockland Community College’s enrollment is at its lowest point in over 20 years
- Enrollment is down 5.7% from fall 2021 to fall 2022
- Enrollment in all higher education sectors is down 2.7%
- Public, 2-year college enrollment is down 3.4%
- Enrollment at all 64 SUNY campuses is down 4.7%
- SUNY community college enrollment is down by 1%
Unlike the previous two recessions – when enrollment increased – the Pandemic accelerated a declining enrollment that began after the recession in 2009.
Fall 2021: 5,786
Fall 2020: 6,136
Fall 2019: 6,780
Fall 2018: 6,945
Fall 2017: 7,073
Fall 2016: 7,394
Fall 2015: 7,296
Fall 2014: 7,621
Fall 2013: 7,735
Fall 2012: 8,273
Fall 2011: 8,163
Fall 2010: 8,203
Fall 2009: 7,401
Fall 2008: 7,076
Fall 2007: 6,776
Fall 2006: 6,361
Fall 2005: 6,486
Fall 2004: 6,524
Fall 2003: 6,646
Fall 2002: 6,641
Fall 2001: 6,351
Fall 2000: 6,342
Fall 1999: 6,354
Fall 1998: 6,235
Enrollment Headcount Status
Why it matters:
Enrollment has been steadily declining since 2016; the number of new and continuing students decreased by 24% and 21% respectively, while non-matriculated students only decreased by 4%. An increase in the enrollment of our High School Program has slowed the decline of our non-matriculated student enrollment.
Our non-matriculated students from the High School Program are poised to become matriculated students. The high school population has remained steady (or slightly increasing) which has been a steady level of enrollment at RCC.
| Enrollment Status | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| New | 1,734 | 1,748 | 1,701 | 1,536 | 1,315 | -419 | -24% |
| Continuing | 3,776 | 3,630 | 3,467 | 3,023 | 2,977 | -799 | -21% |
| Non-Matriculated | 1,563 | 1,567 | 1,612 | 1,577 | 1,494 | -69 | -4% |
| Total | 7,073 | 6,945 | 6,780 | 6,136 | 5,786 | -1,287 | -18% |
Headcount by Full-Time and Part-Time Students
Why it matters:
Part-time student enrollment is declining at a slower rate than full-time student enrollment. This indicates that improvement in support for part-time students may increase enrollment at a faster rate. We must question what makes part-time schedules more manageable to students than a full-time schedule. Are there additional solutions to the same problems that students face when they make the decision to go from full-time to part-time status?
| Enrollment Status | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| Full-Time | 3,683 | 3,556 | 3,320 | 2,883 | 2,567 | -1,116 | -30% |
| Part-Time | 3,390 | 3,389 | 3,460 | 3,253 | 3,219 | -171 | -5% |
| Total | 7,073 | 6,945 | 6,780 | 6,136 | 5,786 | -1,287 | -18% |
Full-Time Equivalency by Enrollment Status
Why it matters:
Full-time equivalent (FTE)* is an aggregate measure that combines the part-time and full-time students into one measure of the total number of students divided by a credit count. It is a standard measure used by colleges and is the basis for state funding of public educational institutions. The downward trend in our FTE is impacted by a decrease in both enrollment of new students as well as retention of continuing students.
*Full-time students are defined as carrying 30 credits. FTE in higher education is calculated by dividing the total number of student credits by 30.
| Enrollment Status | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| New | 773.41 | 774.22 | 748.53 | 692.14 | 584.01 | -189.39 | -24% |
| Continuing | 1,368.01 | 1,315.41 | 1,234.31 | 1,111.29 | 1,051.65 | -316.36 | -23% |
| Non-Matriculated | 326.02 | 326.32 | 286.92 | 265.05 | 266.62 | -59.40 | -18% |
| Total | 2,467.44 | 2,415.95 | 2,269.75 | 2,068.49 | 1,902.29 | -565.15 | -23% |
Full-Time Equivalency by Full-Time and Part-Time Students
Why it matters:
Full-time equivalent (FTE) started declining before the Pandemic and has continued to decline. The number of part-time students (headcount) is down by only 6% in the last five years and slightly increased from Fall 2020 to Fall 2021.
| Enrollment Status | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| Full-Time | 1,764.28 | 1,703.75 | 1,582.12 | 1,414.74 | 1,239.25 | -525.04 | -30% |
| Part-Time | 703.16 | 712.20 | 687.64 | 653.74 | 663.04 | -40.12 | -6% |
| Total | 2,467.44 | 2,415.95 | 2,269.75 | 2,068.49 | 1,902.29 | -565.15 | -23% |
| Enrollment Status | AY 2018 | AY 2019 | AY 2020 | AY 2021 | AY 2022 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| Full-Time | 3,270.24 | 3,136.22 | 2,928.84 | 2,532.73 | 2,231.52 | -1,038.72 | -32% |
| Part-Time | 1,698.88 | 1,667.29 | 1,658.53 | 1,560.61 | 1,510.59 | -188.28 | -11% |
| Total | 4,969.11 | 4,803.52 | 4,587.36 | 4,093.34 | 3,742.11 | -1,227.00 | -25% |
International Student Enrollment
Why it matters:
Due to COVID, embassies closed, stopped issuing visas, and tightened their travel restrictions, which resulted in a decrease in the enrollment of international students during fall 2019 to 2020. Additionally, the Trump Administration threatened to change certain benefits of the student visa (i.e. changing the I-94 expiration date from “Duration of Status” to an actual date, threatening to limit Optional Practical Training, etc.), which added to the decline of international student enrollment. As the restrictions surrounding the Pandemic continue to lift and visa policies evolve, we should see an increase in international student enrollment.
| Fall 2016 | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| 103 | 103 | 109 | 95 | 78 | 54 | -49 | -48% |
Fall 2021
Albania, Azerbaijan, Brazil, Burma, Canada, China, Colombia, Costa Rica, Ecuador, Germany, Ghana, Haiti, Hong Kong, India, Italy, Jamaica, Japan, Korea, South, Malawi, Nigeria, Pakistan, Philippines, South Africa, Spain, Taiwan, Tunisia, Ukraine, Venezuela, Vietnam
Fall 2020
Albania, Algeria, Azerbaijan, Brazil, Burma, Cambodia, Canada, China, Colombia, Costa Rica, Czech Republic, Ecuador, Germany, Ghana, Haiti, Hong Kong, India, Italy, Jamaica, Japan, Korea, South, Malawi, Nigeria, Pakistan, Philippines, South Africa, Spain, Taiwan, Tunisia, Ukraine, Venezuela, Vietnam
Fall 2019
Algeria, Azerbaijan, Bangladesh, Burma, Cambodia, Canada, China, Colombia, Costa Rica, Cote d’Ivoire, Czech Republic, Germany, Ghana, Haiti, India, Italy, Jamaica, Japan, Mexico, Nigeria, Pakistan, Poland, Qatar, Russia, Spain, Sweden, Ukraine, Venezuela, Vietnam
Fall 2018
Algeria, Azerbaijan, Bangladesh, Burma, Cambodia, Cameroon, Canada, China, Colombia, Ecuador, Egypt, Germany, Ghana, Haiti, India, Italy, Jamaica, Japan, Kuwait, Mexico, Nepal, Nigeria, Pakistan, Philippines, Poland, Russia, Spain, Sri Lanka, Tunisia, Ukraine, Venezuela, Vietnam
Fall 2017
Albania, Azerbaijan, Bangladesh, Bulgaria, Cameroon, China, Colombia, Cote d’Ivoire, Ecuador, Egypt, Germany, Haiti, Hong Kong, India, Jamaica, Japan, Kuwait, Madagascar, Mexico, Nepal, Nigeria, Pakistan, Philippines, Poland, Russia, Sri Lanka, Sweden, Tunisia, Ukraine, United Kingdom, Uzbekistan, Venezuela, Vietnam
Fall 2016
Albania, Bangladesh, Burma, Cameroon, Canada, China, Colombia, Cote d’Ivoire, Dominican Republic, Ecuador, Egypt, Germany, Haiti, Hong Kong, India, Jamaica, Japan, Jordan, Kuwait, Mexico, Moldova, Niger, Nigeria, Pakistan, Philippines, Poland, Romania, Russia, Saint Lucia, Singapore, Sri Lanka, Sweden, Thailand, Ukraine, United Kingdom, Venezuela, Vietnam
Enrollment by School
| Enrollment Status | Total | Arts & Humanities | Business & Professional Studies | Education & Social Sciences | Nursing, Health & Wellness | Science, Technology, Engineering & Math | High School & Non-Matrics |
|---|---|---|---|---|---|---|---|
| Full-Time | 2,567 (44.4%) | 585 (10.1%) | 707 (12.2%) | 295 (5.1%) | 343 (5.9%) | 619 (10.7%) | 18 (0.3%) |
| Part-Time | 3,219 (55.6%) | 280 (4.8%) | 247 (4.3%) | 139 (2.4%) | 691 (11.9%) | 385 (6.7%) | 1,477 (25.5%) |
| Total | 5,786 | 865 (14.9%) | 954 (16.5%) | 434 (7.5%) | 1,034 (17.9%) | 1,004 (17.4%) | 1,495 (25.8%) |
| Enrollment Status | Total | Arts & Humanities | Business & Professional Studies | Education & Social Sciences | Nursing, Health & Wellness | Science, Technology, Engineering & Math | High School & Non-Matrics |
|---|---|---|---|---|---|---|---|
| First-Time Degree Seeking | 1,208 (20.9%) | 273 (4.7%) | 305 (5.3%) | 131 (2.3%) | 229 (4.0%) | 270 (4.7%) | 0 |
| Transfer Degree Seeking | 116 (2.0%) | 19 (0.3%) | 18 (0.3%) | 12 (0.2%) | 53 (0.9%) | 14 (0.2%) | 0 |
| Continuing / Returning Degree Seeking | 2,973 (51.4%) | 573 (9.9%) | 631 (10.9%) | 291 (5.0%) | 752 (13.0%) | 720 (12.4%) | 6 (0.1%) |
| High School Students | 1,298 (22.4%) | 0 | 0 | 0 | 0 | 0 | 1,298 (22.4%) |
| Other Non-Degree Seeking | 191 (3.3%) | 0 | 0 | 0 | 0 | 0 | 191 (3.3%) |
Demographics
Race/Ethnicity
Why it matters:
According to the United States Census Bureau, Rockland County residents are primarily White (63%). However, at Rockland Community College, Hispanic (30.4%) and White (30.0%) students make up roughly the same portion of the total student body. Our high population of Hispanic students awards us the designation as a Hispanic-Serving Institution (HSI). As it has become a national prerogative to expand educational support to minority students, RCC qualifies for additional funding through two federal Title V grants awarded to HSI colleges.
| Race / Ethnicity | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| Asian | 387 (5.5%) | 383 (5.5%) | 368 (5.4%) | 318 (5.2%) | 324 (5.6%) | -63 (0.1%) | -16% |
| Black or African American | 1,297 (18.3%) | 1,257 (18.1%) | 1,184 (17.5%) | 1,029 (16.8%) | 1,061 (18.3%) | -236 (0.0%) | -18% |
| Hispanic of Any Race | 1,724 (24.4%) | 1,866 (26.9%) | 1,862 (27.5%) | 1,649 (26.9%) | 1,761 (30.4%) | 37 (6.0%) | 2% |
| White | 2,655 (37.5%) | 2,524 (36.3%) | 2,313 (34.1%) | 1,867 (30.4%) | 1,734 (30.0%) | -921 (-7.5%) | -35% |
| Other or Unknown | 1,010 (14.3%) | 915 (13.2%) | 1,052 (15.5%) | 1,273 (20.7%) | 906 (15.7%) | -59 (1.4%) | -6% |
Sex
Why it matters:
Enrollment is declining for both men and women at the same rate. To better understand our enrollment growth or decline, we will need to further look at race/ethnicity by sex. Since the Pandemic started, the number of male students dropped by 2% while the number of female students fell 8%.
| Sex | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| Female | 3,844 (54.3%) | 3,716 (53.5%) | 3,659 (54.0%) | 3,451 (56.2%) | 3,179 (54.9%) | -665 (0.6%) | -17% |
| Male | 3,229 (45.7%) | 3,229 (46.5%) | 3,121 (46.0%) | 2,685 (43.8%) | 2,607 (45.1%) | -622 (-0.6%) | -19% |
Age – Students Under Age 25, and Aged 25 and Older
Why it matters:
RCC focuses on a traditional, high school admission pipeline, which has, in part, caused our enrollment to consist primarily of young adults. In Rockland County, there are approximately 100,000 adults 25 years and older who do not have a degree. Enrollment for this group is 1,232 which is just over 1%. It may be time to focus resources on the adult population 25 years and older.
| Age | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| Under 25 | 5,455 (77.1%) | 5,257 (75.7%) | 5,193 (76.6%) | 4,820 (78.6%) | 4,554 (78.7%) | -901 (1.6%) | -17% |
| 25 or Older | 1,618 (22.9%) | 1,688 (24.3%) | 1,587 (23.4%) | 1,316 (21.4%) | 1,232 (21.3%) | -386 (-1.6%) | -24% |
Pell Recipients
Why it matters:
Pell grants are awarded to students who meet federal income, household, and eligibility requirements. Generally, Pell Grant recipients are the most financially needy population of enrolled students. The proportion of Pell students went down during the pandemic from 26% in Fall 2019 to 19% in Fall 2020 then back up to 22% in Fall 2021.
| Pell Status | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| Pell | 1,861 (26.3%) | 1,659 (23.9%) | 1,728 (25.5%) | 1,165 (19.0%) | 1,251 (21.6%) | -610 (-4.7%) | -33% |
| Non-Pell | 5,212 (73.7%) | 5,286 (76.1%) | 5,052 (74.5%) | 4,971 (81.0%) | 4,535 (78.4%) | -677 (4.7%) | -13% |
First Generation Students
Why it matters:
Based on FAFSA data, enrollment of first-generation students started to steadily decline before the Pandemic, and although it has leveled off, it remains at an all-time low. The FAFSA is the Free Application for Financial Aid that all students that want financial aid must complete.
| First Gen Status | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 | 5-Year Change | 5-Year % Change |
|---|---|---|---|---|---|---|---|
| FAFSA | 1,808 | 1,717 | 1,653 | 1,649 | 1,628 | -180 | -10% |
| First Gen (FAFSA + App) | - | - | - | - | 1,989 | - | - |
| Non First Gen (FAFSA + App) | - | - | - | - | 3,797 | - | - |
| First Gen (FAFSA + App) % | - | - | - | - | 34.4% | - | - |
Demographics by School
| Race / Ethnicity | Total | Arts & Humanities | Business & Professional Studies | Education & Social Sciences | Nursing, Health & Wellness | Science, Technology, Engineering & Math | High School & Non-Matrics |
|---|---|---|---|---|---|---|---|
| Asian | 324 (5.6%) | 54 (0.9%) | 37 (0.6%) | 12 (0.2%) | 76 (1.3%) | 91 (1.6%) | 54 (0.9%) |
| Black or African American | 1,061 (18.3%) | 131 (2.3%) | 184 (3.2%) | 78 (1.3%) | 260 (4.5%) | 212 (3.7%) | 196 (3.4%) |
| Hispanic of Any Race | 1,761 (30.4%) | 244 (4.2%) | 324 (5.6%) | 163 (2.8%) | 276 (4.8%) | 331 (5.7%) | 423 (7.3%) |
| White | 1,734 (30.0%) | 319 (5.5%) | 292 (5.0%) | 133 (2.3%) | 310 (5.4%) | 262 (4.5%) | 418 (7.2%) |
| Other or Unknown | 906 (15.7%) | 117 (2.0%) | 117 (2.0%) | 48 (0.8%) | 112 (1.9%) | 108 (1.9%) | 404 (7.0%) |
| Sex | Total | Arts & Humanities | Business & Professional Studies | Education & Social Sciences | Nursing, Health & Wellness | Science, Technology, Engineering & Math | High School & Non-Matrics |
|---|---|---|---|---|---|---|---|
| Female | 3,179 (54.9%) | 432 (7.5%) | 399 (6.9%) | 318 (5.5%) | 795 (13.7%) | 392 (6.8%) | 843 (14.6%) |
| Male | 2,607 (45.1%) | 433 (7.5%) | 555 (9.6%) | 116 (2.0%) | 239 (4.1%) | 612 (10.6%) | 652 (11.3%) |
| Age | Total | Arts & Humanities | Business & Professional Studies | Education & Social Sciences | Nursing, Health & Wellness | Science, Technology, Engineering & Math | High School & Non-Matrics |
|---|---|---|---|---|---|---|---|
| Under 25 | 4,554 (78.7%) | 765 (13.2%) | 797 (13.8%) | 358 (6.2%) | 456 (7.9%) | 786 (13.6%) | 1,392 (24.1%) |
| 25 and Older | 1,232 (21.3%) | 100 (1.7%) | 157 (2.7%) | 76 (1.3%) | 578 (10.0%) | 218 (3.8%) | 103 (1.8%) |
| Pell Status | Total | Arts & Humanities | Business & Professional Studies | Education & Social Sciences | Nursing, Health & Wellness | Science, Technology, Engineering & Math | High School & Non-Matrics |
|---|---|---|---|---|---|---|---|
| Pell | 1,251 (21.6%) | 226 (3.9%) | 274 (4.7%) | 157 (2.7%) | 281 (4.9%) | 312 (5.4%) | 1 (0.0%) |
| Non-Pell | 4,535 (78.4%) | 639 (11.0%) | 680 (11.8%) | 277 (4.8%) | 753 (13.0%) | 692 (12.0%) | 1,494 (25.8%) |
| Student Type | Total | Arts & Humanities | Business & Professional Studies | Education & Social Sciences | Nursing, Health & Wellness | Science, Technology, Engineering & Math | High School & Non-Matrics |
|---|---|---|---|---|---|---|---|
| First Generation Students | 1,989 (34.3%) | 290 (5.0%) | 386 (6.7%) | 201 (3.5%) | 497 (8.6%) | 427 (7.4%) | 188 (3.2%) |
Employee Demographics
| Race / Ethnicity | 2017 | 2018 | 2019 | 2020 | 2021 |
|---|---|---|---|---|---|
| Asian | 5 (5.0%) | 4 (4.0%) | 6 (6.7%) | 6 (6.7%) | 5 (5.8%) |
| Black or African American | 8 (8.0%) | 6 (6.1%) | 8 (8.9%) | 9 (10.1%) | 7 (8.1%) |
| Hispanic of Any Race | 6 (6.0%) | 5 (5.1%) | 4 (4.4%) | 3 (3.4%) | 5 (5.8%) |
| White | 79 (79.0%) | 82 (82.8%) | 70 (77.8%) | 70 (78.7%) | 68 (79.1%) |
| Other or Unknown | 2 (2.0%) | 2 (2.0%) | 2 (2.2%) | 1 (1.1%) | 1 (1.2%) |
| Total | 100 | 99 | 90 | 89 | 86 |
| Race / Ethnicity | 2017 | 2018 | 2019 | 2020 | 2021 |
|---|---|---|---|---|---|
| Asian | 19 (4.6%) | 14 (3.9%) | 18 (5.1%) | 22 (5.7%) | 24 (6.3%) |
| Black or African American | 32 (7.8%) | 33 (9.2%) | 39 (11.1%) | 45 (11.7%) | 47 (12.4%) |
| Hispanic of Any Race | 14 (3.4%) | 16 (4.5%) | 17 (4.9%) | 21 (5.5%) | 24 (6.3%) |
| White | 342 (83.0%) | 292 (81.6%) | 274 (78.3%) | 289 (75.3%) | 273 (72.2%) |
| Other or Unknown | 5 (1.2%) | 3 (0.8%) | 2 (0.6%) | 7 (1.8%) | 10 (2.6%) |
| Total | 412 | 358 | 350 | 384 | 378 |
| Race / Ethnicity | 2017 | 2018 | 2019 | 2020 | 2021 |
|---|---|---|---|---|---|
| Asian | 13 (5.0%) | 12 (5.1%) | 11 (4.1%) | 9 (3.8%) | 6 (2.6%) |
| Black or African American | 43 (16.6%) | 42 (17.7%) | 53 (19.8%) | 42 (17.9%) | 42 (18.1%) |
| Hispanic of Any Race | 41 (15.8%) | 41 (17.3%) | 43 (16.0%) | 36 (15.4%) | 33 (14.2%) |
| White | 161 (62.2%) | 141 (59.5%) | 160 (59.7%) | 141 (60.3%) | 145 (62.5%) |
| Other or Unknown | 1 (0.4%) | 1 (0.4%) | 1 (0.4%) | 6 (2.6%) | 6 (2.6%) |
| Total | 259 | 237 | 268 | 234 | 232 |
| Race / Ethnicity | 2017 | 2018 | 2019 | 2020 | 2021 |
|---|---|---|---|---|---|
| Asian | 8 (3.8%) | 11 (5.3%) | 12 (5.6%) | 13 (5.7%) | 14 (5.6%) |
| Black or African American | 30 (14.2%) | 23 (11.1%) | 31 (14.4%) | 31 (13.7%) | 37 (14.9%) |
| Hispanic of Any Race | 22 (10.4%) | 27 (13.0%) | 34 (15.8%) | 40 (17.6%) | 49 (19.7%) |
| White | 150 (71.1%) | 144 (69.6%) | 137 (63.7%) | 130 (57.3%) | 140 (56.2%) |
| Other or Unknown | 1 (0.5%) | 2 (1.0%) | 1 (0.5%) | 13 (5.7%) | 9 (3.6%) |
| Total | 211 | 207 | 215 | 227 | 249 |
| Sex | 2017 | 2018 | 2019 | 2020 | 2021 |
|---|---|---|---|---|---|
| Female | 65 (65.0%) | 62 (62.6%) | 54 (60.0%) | 52 (58.4%) | 51 (59.3%) |
| Male | 35 (35.0%) | 37 (37.4%) | 36 (40.0%) | 37 (41.6%) | 35 (40.7%) |
| Total | 100 | 99 | 90 | 89 | 86 |
| Sex | 2017 | 2018 | 2019 | 2020 | 2021 |
|---|---|---|---|---|---|
| Female | 213 (51.7%) | 207 (57.8%) | 204 (58.3%) | 227 (59.1%) | 231 (61.1%) |
| Male | 199 (48.3%) | 151 (42.2%) | 146 (41.7%) | 157 (40.9%) | 147 (38.9%) |
| Total | 412 | 358 | 350 | 384 | 378 |
| Sex | 2017 | 2018 | 2019 | 2020 | 2021 |
|---|---|---|---|---|---|
| Female | 139 (53.7%) | 127 (53.6%) | 160 (59.7%) | 136 (58.1%) | 130 (56.0%) |
| Male | 120 (46.3%) | 110 (46.4%) | 108 (40.3%) | 98 (41.9%) | 102 (44.0%) |
| Total | 259 | 237 | 268 | 234 | 232 |
| Sex | 2017 | 2018 | 2019 | 2020 | 2021 |
|---|---|---|---|---|---|
| Female | 139 (65.9%) | 133 (64.2%) | 131 (60.9%) | 133 (58.6%) | 142 (57.0%) |
| Male | 72 (34.1%) | 74 (35.8%) | 84 (39.1%) | 94 (41.4%) | 107 (43.0%) |
| Total | 211 | 207 | 215 | 227 | 249 |
Retention
Retention Rate of First-Time, Full-Time Students and First-Time, Part-Time Students
Why it matters:
Fall to fall retention for first-time, full-time students has been declining since 2016. Fall to spring retention rate for first-time, full-time students was increasing leading up to the Pandemic, but it has become an area for improvement as we recover from the height of the Pandemic.
| Category | Fall 2016 | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 |
|---|---|---|---|---|---|---|
| Full-Time Fall to Spring Persistence | 82% | 80% | 81% | 83% | 76% | 79% |
| Full-Time Fall to Fall Retention | 69% | 66% | 67% | 66% | 62% | - |
| Part-Time Fall to Spring Persistence | 55% | 62% | 59% | 55% | 54% | 56% |
| Part-Time Fall to Fall Retention | 48% | 50% | 41% | 42% | 46% | - |
Graduation Rate
Two-Year and Three-Year Graduation Rate
Why it matters:
While the two-year graduation rate continues to improve, the three-year graduation rate is steadily declining. Rockland Community College needs to consider strategies and opportunities that increase full-time student attendance to increase our two-year graduation rate for full-time students.
| Category | Fall 2015 | Fall 2016 | Fall 2017 | Fall 2018 | Fall 2019 |
|---|---|---|---|---|---|
| 2-Year Graduation Rate | 16% | 16% | 17% | 17% | 20% |
| 3-Year Graduation Rate | 30% | 29% | 29% | 28% | - |
Early Momentum
Why it matters:
Students who complete their required courses early have a higher graduation rate than those who wait to take their required courses later in their academic career. Registering students for their required courses in the first semester of College has the potential to increase graduation rates.
First-Time, Full-Time Students Completing English and Math in their First Year
Why it matters:
Before 2020, the completion rate of the average student had an increasing trend. Since the Pandemic began, English completion rates decreased from 76% to 69%. We have seen an increase in the math completion rate (from 45% to 50%) because we revised our math curriculum.
Completion rates in English increases between fall 2018 and 2019 due to revisions in the curriculum. The math program made similar revisions and also saw an increase related to the revisions. The declines are likely due to the Pandemic.
| Student Category | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 |
|---|---|---|---|---|---|
| Full-Time - Completed College Level English in First Year | 71% | 74% | 76% | 72% | 69% |
| Full-Time - Completed College Level Math in First Year | 38% | 40% | 45% | 51% | 50% |
| Part-Time - Completed College Level English in First Year | 55% | 54% | 54% | 46% | 37% |
| Part-Time - Completed College Level Math in First Year | 17% | 14% | 18% | 19% | 24% |
First-Time Students Earning 15 College-Level Credits in the First Term – Fall 2017 to Fall 2021
Why it matters:
The percentage of full-time students completing 15 credits in their first semester has risen from 18% to 24%. There was a high of 30% during the pandemic.
| Status | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 | Fall 2021 |
|---|---|---|---|---|---|
| Earned 15 College Credits in First Term | 18% | 19% | 22% | 30% | 24% |
Non-Credit Enrollment
Non-Credit Remedial Enrollment
Why it matters:
The enrollment in non-credit courses declined dramatically from AY 2018 to AY 2022. The headcount went from 2,172 to 299, which is an 86% decrease. The FTE went from 667.4 to 52.1, for a 92% decrease.
| Semester | AY 2018 | AY 2019 | AY 2020 | AY 2021 | AY 2022 |
|---|---|---|---|---|---|
| Fall | 981 | 622 | 190 | 36 | 61 |
| Spring | 635 | 585 | 177 | 21 | 135 |
| Summer | 556 | 385 | 67 | 73 | 103 |
| Total | 2,172 | 1,592 | 434 | 130 | 299 |
| Semester | AY 2018 | AY 2019 | AY 2020 | AY 2021 | AY 2022 |
|---|---|---|---|---|---|
| Fall | 250.13 | 220.37 | 232.33 | 17.00 | 9.77 |
| Spring | 224.80 | 176.10 | 82.63 | 9.50 | 26.87 |
| Summer | 192.43 | 121.27 | 33.50 | 6.00 | 15.43 |
| Total | 667.37 | 517.73 | 348.47 | 32.50 | 52.07 |
Workforce, Microcredentials & SBDC
Career Readiness + Workforce Development
With the launch of our inaugural programs and division in February, 2022, Economic Mobility and Workforce Innovation (EMWI) has completed a gap analysis of current program offerings compared to the Hudson Region and Rockland Local Workforce Development Area (LWDA), revealing numerous opportunities for both new degree and non-credit certificate programs. Westchester (NY), Hudson (NJ), and Bergen (NJ) counties were reviewed because of their proximity to New York City and Rockland County, due to the nature of the transient population and employer demand for qualified candidates. In the spring, EMWI was able to launch 13 workforce programs that were reflected on the LWDA Priority Occupation list, and have a median wage of at least $40,000 per year, which is near the Rockland County living wage threshold produced by the Massachusetts Institute of Technology.
Focus 2 (career interest survey):
1833 Students
Job Placement:
471 Students
Employment Fair Participation:
84 Employers | 137 Students
Employer Engagement: 98
| Program or Course Name | Number of Students | Completers | Credentials Earned | Credentials |
|---|---|---|---|---|
| Advanced Medical Interpreter | 1 | 100% | 100% | Medical Interpreter |
| CDL Training: Class A Truck Driver | 20 | 95% | 68% | Class A: Commercial Driver's License |
| Certified Clinical Medical Assistant | 2 | 100% | 100% | Clinical Medical Assistant |
| Certified EKG Technician | 7 | 100% | 71% | EKG Technician |
| Certified Fiber Optic | 3 | 100% | 300% | Certified Fiber Optics Technician; Certified Fiber Optics Specialist in Testing; Certified Fiber Optics Specialist in Splicing |
| Certified Phlebotomy Technician | 24 | 100% | 79% | Phlebotomy Technician |
| Certified Professional Coder Medical Billing and Coding | 1 | 100% | 100% | Billing and Coding Specialist |
| Certified Wireless Specialist | 3 | 33% | 100% | Certified Wireless Specialist |
| Certified Wireless Technician | 2 | 50% | 100% | Certified Wireless Technician |
| Child Development Associate Training | 1 | 100% | 100% | Child Development Associate |
| CompTIA A+ | 1 | 100% | 100% | CompTIA Certification |
| EMT-B | 17 | 100% | 65% | Emergency Medical Technicians - Basic |
| Web & App Development | 1 | 100% | 200% | Advanced HTML5 and CSS3 Specialist; JavaScript Specialist |
| Total | 83 | 95% | 85% |
Microcredentials
Microcredentials help students to upskill for career advancement or start their degree studies. 2022 was the first year for microcredentials, and in future years, more information will be available.
As of September 2022, the College has 15 approved microcredentials that are stackable into degree programs. Microcredentials provide students with in-demand industry skills that can be displayed to employers on social media platforms.
Microcredentials issued in June 2022:
- Front Office Management
- Advanced Front Office Management
- IT Professional – Desktop Support
- Automotive Technician Fundamentals
Current Microcredentials Offered:
- Baking Fundamentals
- Baking Specialization
- Food Preparation
- Front Office Management
- Fitness Trainer
- IT Professional-Desktop Support
- IT Professional-Networking and Security
- Sports Nutrition Specialist
- Advanced Front Office Management
- Automotive Technician Fundamentals (in partnership with the Ford Motor Company)
- Financial Customer Service Representative
- Foundation In Studio Art
- Fundamentals of Critical Care
- Interactive Design and Digital Arts
- Web Development
Small Business Development Center
In the past 5 years, the NY SBDC at RCC has provided 34,762 hours of advisement to 2,931 small businesses and entrepreneurs. The SBDC enhances the College’s reach in Rockland County by managing diverse clients: 1,548 of SBDC clients are woman owned, 1,139 are owned by minority or underserved individuals, and 119 are veteran owned.
Through SBDC, 417 new businesses have been started and 81 new jobs have been created. 3,144 jobs have been restored or protected through the work at SBDC, and an investment of $121,487,693 was made in new and existing small businesses. Additionally, the SBDC delivered 227 hours of training in 59 events to 6,573 entrepreneurs and small businesses.
During the Pandemic, the SBDC directly supported 829 businesses by helping them to secure $83,198,845 in direct pandemic relief. These efforts saved 2,881 jobs in our local communities.
In terms of partners, the SBDC works with a range of public and private partners including chambers and business associations, elected officials, other higher education institutions, faith based organizations, immigrant support groups and other non-governmental organizations, to ensure that entrepreneurs from all communities can learn about and access services at the College. We provide advisement and research in 8 major languages, and have resources immediately available to provide assistance in more than 100 additional languages. The SBDC reports to the Division Economic Mobility and Workforce Innovation.
Learn more at nysbdc.org.