Ohlone Data Source - Research and Planning Office
Ohlone College District encompasses three cities within Alameda County: Fremont, Newark, and Union City. 22.0% of the county population resides within the Ohlone Community College District. The population of the district in 2007 was 319,328 residents. The dominant ethnic groups are Asian (35.3%) and White (29.2%); Hispanics (19.4%) represent the third largest ethnic group in the district. There has been growth in the district among Asians and Hispanics, but a decline (almost 8%) among Whites.
In the city of Fremont, where 54.4% of Ohlone students reside, there is a culture of attainment: of the 67% of residents age 25 or over, 26.5% holds a baccalaureate degree and another 16.7% have earned graduate or professional degrees. Additionally, of the employed civilian population over the age of 16, nearly half (49.8%) work as management or as professionals.
Ohlone College generally reflects the ethnic distribution of the district, though the Asian student population at 36.5% is larger than the 26.9% of White students, who are 10.1% under-represented. Hispanic students are the third largest student population, although they are under-represented by 6.6% compared to district residents. Filipino/Pacific Islanders, with a student population of 8.1%, are well above the district total of 0.5%.
Projections for college district enrollment growth coming from the California Community College Chancellor’s Office suggest that Ohlone College will grow at a ten year rate (14.1%) that ranks 65th out of 72 California community college districts. The fact that, over the same time period, county-wide growth among 18-19 year-olds is projected at 39.7% suggests Ohlone Community College District is “aging” and families with children are increasingly likely to reside elsewhere within the county.
Public school enrollment within the district for 2007-08 was 52,096, compared to 52,293 in 2006-07 and 52,636 in 2005-06; this is a 1.0% decline over two years. High school enrollments in the district have gone from 15,852 in 2005-06 to 15,868 in 2006-07 to 15,994 in 2007-08, an increase of 0.9%. High school graduation rates, however, fell by 3.5% (from 91.8% to 88.3%) between 2005-06 and 2006-07.
There are three major high school districts that serve the Ohlone College District: Fremont Unified in Fremont, Newark Unified in Newark, and New Haven Unified in Union City. The combined student populations for grades 9-12 of those three districts provide a glimpse of prospective students. Notably, 28.1% of high school students in the district are Asian, 26.6% are white, 18.0% are Hispanic, and 11.0% are Filipino/Pacific Islander. African-Americans, at 7.7% of the high school population, are above both the district’s 4.0% and the college’s 4.5% populations.
Generally the county dropout rate is below the state dropout rate, and the district rate overall is below the county dropout rate. Newark Unified tends to be above both the county and state rates. Perhaps a contributing factor—one that may also be traced to the high percentage of foreign born residents in the district—is the number of high school students who are classified as English Learners (EL). EL students are those students for whom there is a report of a primary language other than English and who, on the basis of state approved oral language and literacy assessments, have been determined to lack the clearly defined English language skills that would allow them to succeed in school. Within the district, 8.3% of Newark Unified high school students, 9.3% of Fremont Unified high school students, and 13.4% of New Haven Unified high school students have been identified as English Learners.
After a low-enrolled 2004-05 academic year, Ohlone College has increased the fall enrollment by 9.1% in each of the following years, and fall headcount has grown from 9,963 in Fall 2004 to 10,867 in Fall 2005 to 11,859 in Fall 2006. Although FTES remained static between 2004-05 and 2005-06, it increased to 8027 for the 2006-07 year, a rise of 5.5%.
With the budget-imposed downsizing of the previous Newark site in Fall 2003—which at one point generated about 900 FTES—Ohlone College found itself without room to grow. A new Newark campus was slated to open in Spring 2008, but the college still had to address the course needs of students. The virtual classroom was one answer, and distance learning opportunities were increased to meet student needs. Since Fall 2004, sections offered online have increased almost 200% (192.9%) and enrollment has increased 236.2%. In 2006-07, 836 FTES was generated through distance learning.
Fall 2006 FTES is at the highest point since Fall 2002, and is up 9.4% over Fall 2005 and up 8.4% over the previous five year average. Transferable credit makes up 70.4% of all courses—up from the previous five year average of 66.0%--and in Fall 2006, enrollment in transferable courses is up 11.4% over Fall 2005 and is up 25.6% over the previous five year average. Vocational credit is down 1.6% from the previous five year average, but up 4.7% over Fall 2005 and is at the highest point since Fall 2003. Basic skills credit is essentially at the same level as the previous five year average (257.4 compared to 259.6).
- Students age 19 or less increased by 28.2% from Fall 2005 to Fall 2006, increased 21.6% over the previous five year average, and were at the highest numbers since before Fall 2001.
- Students in age groups 30-34 and 40-49 decreased by 5.5% and 2.7% respectively from Fall 2005 to Fall 2006; the 30-34 group decreased by 8.4% over the previous five year average, but the 40-49 group increased by 2.8% over the previous five year average.
- Headcount of African-American students has increased by 28.6% over the previous five year average and headcount of Hispanic students has increased by 14.9% over the previous five year average. Asian students have increased by 5.3% over the previous five year average.
- Headcount of White students has decreased by 0.4% below the previous five year average.
- The disparity between both numbers and percentages of day and evening students is the greatest since before Fall 2001 with almost three times as many day as evening students.
- The ratio of full-time to part-time students has remained relatively constant since Fall 2001 despite targeted efforts to increase the number of full time students; the increase in numbers of full-time students reflects the increase in overall enrollment.
- The highest percentage of students entering Ohlone College (37%) are freshman high school graduates; next highest at 19% are concurrently-enrolled K-12 students, and 17% are students who already hold a baccalaureate degree.
- Fall 2006 had the highest numbers of students since before Fall 2001 who were concurrently-enrolled K-12 students, a 31.7% increase over the previous five year average.
- Fall 2006 had the highest numbers of students since before Fall 2001 who held a baccalaureate degree, a 32.6% increase over the previous five year average.
- The number of students enrolled as freshmen who did not possess a high school diploma decreased in Fall 2006 from the previous five year average of 629 to 125, a decrease of more than 80%.
- 19% of Fall 2006 students were first time students at Ohlone; 62% had been enrolled previously at Ohlone; 19% were concurrently-enrolled K-12 students.
- Percent of male staff is 2% higher than statewide average for both classified staff and for management.
- Diversity for total staff is comparable to statewide average (48% non-white for Ohlone, 49% non-white statewide), but Ohlone’s management is more diverse than the statewide average.
- Almost half (46%) of classified staff and more than 2/3 (68%) of management are older than 50 years of age.
- Percent of female faculty is 3% above the statewide average.
- Ohlone’s faculty is more diverse than the statewide average (37% non-white compared to 30% non-white statewide).
- Almost half of the faculty (48%) is older than 50 years of age, but this is below the statewide average of 53%.
In most categories, based either on headcount or on FTE, the number of staff serving students has increased more than proportionately with enrollment so that staff in Fall 2006 are serving fewer students per staff member than in Fall 2001. A notable exception is in the category of administration/management, where the number of staff has not grown at the same pace as student growth and administrators/managers have a proportionate student load 10.0% higher by headcount and 7.6% higher by FTE than in Fall 2001. If the category is divided between administrators and managers, the increase in proportionate student load is even more dramatic: an increase for administrators of 50.8% by headcount (from 491 students/administrator to 741 students/administrator) and 47.4% by FTE (from 163 FTES/FTE administrator to 240 FTES/FTE administrator).