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This explorative data mining project used distance based clustering algorithm to study 3 indicators, called OIndex, of student behavioral data and stabilized at a 6-cluster scenario following an exhaustive explorative study of 4, 5, and 6 cluster scenarios produced by K-Means and TwoStep algorithms. Using principles in data mining, the study followed a proven data mining process that proceeded from identifying the research questions, to staging the data, to data auditing, and to building scenarios. All scenarios were subjected to data visualization, and in cases appropriate, Chi-square analysis. This study established 6 typologies of students enrolled at a suburban community college. The study is based on the notion that student behavioral data are good candidates for new facets of research studies, compared to using non-behavioral data, such as gender or race. The discoveries from this study emerged as both meaningful for understanding and measuring students' learning as well as actionable for decision making. The typologies may be added to existing educational strategies for both management and assessment of learning. (Contains 10 tables and 9 figures.)

This study aims to address learning outcomes from the perspective of learners. The research questions asked were: (1) What learner concentric ideas can be used to indicate the outcomes of learning? (2) How would the new learning outcome index be used to generate typologies? (3) What are the inner relationships of the typologies? and (4) How can the typologies be applied? The author argues that typology is fundamental to science, yet it is seriously underused and under-researched in social science. Only a handful of authors have worked on the subject, which has created an insurmountable gap between what has been done and what needs to happen. The study examined first-time college students enrolled in spring 1996 at a suburban college on the West coast with enrollment of 15,000 per semester. The study tracked the students for 6 years for their enrollment behavior, graduation status, and transfer status. The study theorizes that what may be important to the learner may not be important to the institution. The author argues that the "big three" (gender, age, race) are not good predictors of typologies, and that learners' behaviors as reflected by the OIndex are a better way of describing learner outcomes. (Contains 11 references.) (NB)

The report presents the findings of the 1998 and 1999 follow-up studies of occupational program graduates from Cabrillo College (California) and of students who left the program before completion. The studies explored the core measures defined by Perkins Act reporting requirements and other measures, including the reasons students chose Cabrillo College and why they left if they did not complete the program, their satisfaction with the program, ideas for improvements, and employment and wage levels. Comparisons were made between completers of a program and leavers, or those who did not complete a program. Over 60% of completers stated their goal was to obtain a vocational certificate or degree as compared to 40% of leavers. Leavers stated lack of time, finances, job changes, and personal matters as top reasons for not continuing. Most respondents reported high satisfaction with all programs. Employment did not significantly differ by completion status. The 1998 survey suggested that completers earned significantly higher incomes than did leavers, but data from 1999 were inconclusive. Program completion, higher program satisfaction, and more variable work hours planned per term increased the probability of working in their field of study. Computer and interpersonal skills were stated as most needed after leaving Cabrillo with much variability by program. (JA)

In 1995, Cabrillo College was one of 18 California community colleges to participate in a pilot study on the uses of Unemployment Insurance (UI) wage record data for tracking employment rates of former community college students. The employment status of students who left the college in 1990 and 1991 was reported for their last year in college, first year out of college, and third year out of college. Data were collected by linking student records available through the statewide Management Information System with UI wage records maintained in the Employment Development Department. Results included the following: (1) of the 17,115 students in the study, UI wage record data were available for 77% of the students in the year they last attended college, 74% of the students in their first year after leaving college, and 67% of the students in their third year after college; (2) for students under 25 years of age, the largest gain in salary (123.7%) occurred among students who had obtained a certificate or associate degree; (3) of the 12 majors studied, students in the fire protection, radiological technology, nursing, dental hygiene, electronic technology, computer science, and business programs earned over $20,000 their first year out of college; and (4) in the first year out of college, Latinos who completed a degree or certificate earned $29,071, compared to $22,664 for non-completing Latinos. (HAA)

Prepared as part of a needs assessment for the Watsonville Center of California's Cabrillo College, the three reports included in this document present findings from studies conducted of area high school students and CC students. The first report presents findings from a fall 1995 study of 1,234 students at California's Aptos High School and Watsonville High School regarding their educational goals and factors affecting their decision to enroll at CC. This report indicates that 42% cited CC as their first choice for college and that there was more interest in attending CC's main campus than the Center. The second report presents findings from a study of 407 CC students enrolled at the Watsonville Center in fall 1995 to determine their reasons for attending the Center, satisfaction with services, and interests in courses. Findings from this report indicate 69% of the students spoke Spanish as their first language and 22% said that they would not attend college at all if the Center did not exist. The final report presents findings from a longitudinal study of CC students who first enrolled in fall 1992, comparing outcomes through spring 1995 for students enrolled exclusively at the Watsonville Center, at both the Center and CC's main campus, and exclusively at the main campus. This report indicates that a majority of the students enrolled at the Center only were Hispanic and Center-only students were at a higher risk of dropping out. Survey instruments are included for the first two reports. Enrollment projections for 1995 to 2005 are appended. (HAA)

A study at Arizona State University investigated the relationships between types and amounts of student financial aid, student demographic and academic characteristics, persistence, and degree completion among 472 master's program students over a 4-year period from fall 1985 through summer 1989. Variables found to affect patterns included economic factors, age, research versus professional orientation, teaching assistantships, residency, and assistance type. (MSE)

In 1995, Cabrillo College, in California, conducted a survey of currently enrolled students to determine their perceptions of instruction, the availability of classes, student services, and the general climate of the college. Of the 1,750 students surveyed, 870 surveys were returned, with 830 of these analyzed for the study. Results included the following: (1) the average age of the respondents was 26, while 47% listed transferring as their reason for attending; (2) while only 33% reported holding professional jobs when they entered the college, 70% indicated that they desired to hold professional jobs after graduating; (3) 85.5% indicated that they had had no problem getting the classes that they wanted; (4) 9% were disabled, 53% of whom had a learning disability; (5) 38.8% reported being discriminated against at least once at the college because of their race, gender, age, or disability; (6) high ratings were given to instructors' skill levels and level of preparedness in the classroom; and (7) 10 of 19 student services rated by the students were found to be in need of improvement. Data tables summarizing responses related to student characteristics, perceptions of the availability of classes, favorite activities, reasons for attending, main sources of information on the college, and experiences with discrimination are included. English and Spanish versions of the survey instrument are appended. (HAA)