Placement and enrollment information for students in Math, English and Credit ESL courses is presented below in compliance with AB 1805.
Math
Math Placement
| | Transfer-Level Course without Concurrent Support | Transfer-Level Course with Recommended or Required Concurrent Support | Pre-Transfer-Level Course |
|---|---|---|---|
| Overall | 31% | 69% | 0% |
| African-American | 19% | 81% | 0% |
| American Indian/Alaskan Native | N/A | N/A | N/A |
| Asian American | 39% | 61% | 0% |
| Hispanic/Latino | 24% | 75% | 0% |
| Multi-Ethnicity | 31% | 69% | 1% |
| Filipino/Pacific Islander | N/A | N/A | N/A |
| Unknown | 23% | 77% | 0% |
| White Non-Hispanic/Latino | 29% | 70% | 1% |
Math Enrollment
| | Transfer-Level Course without Concurrent Support | Transfer-Level Course with Recommended or Required Concurrent Support | Pre-Transfer-Level Course |
|---|---|---|---|
| Overall | 62% | 32% | 6% |
| African-American | 23% | 60% | 17% |
| American Indian/Alaskan Native | N/A | N/A | N/A |
| Asian American | 71% | 25% | 4% |
| Hispanic/Latino | 49% | 45% | 6% |
| Multi-Ethnicity | 69% | 22% | 8% |
| Filipino/Pacific Islander | N/A | N/A | N/A |
| Unknown | 53% | 44% | 3% |
| White Non-Hispanic/Latino | 65% | 28% | 6% |
English
English Placement
| | Transfer-Level Course without Concurrent Support | Transfer-Level Course with Recommended or Required Concurrent Support | Pre-Transfer-Level Course |
|---|---|---|---|
| Overall | 66% | 34% | 0% |
| African-American | 42% | 56% | 2% |
| American Indian/Alaskan Native | N/A | N/A | N/A |
| Asian American | 70% | 30% | 0% |
| Hispanic/Latino | 65% | 34% | 0% |
| Multi-Ethnicity | 66% | 34% | 0% |
| Filipino/Pacific Islander | N/A | N/A | N/A |
| Unknown | 77% | 23% | 0% |
| White Non-Hispanic/Latino | 65% | 35% | 0% |
English Enrollment
| | Transfer-Level Course without Concurrent Support | Transfer-Level Course with Recommended or Required Concurrent Support | Pre-Transfer-Level Course |
|---|---|---|---|
| Overall | 82% | 18% | 0% |
| African-American | 84% | 16% | 0% |
| American Indian/Alaskan Native | N/A | N/A | N/A |
| Asian American | 84% | 15% | 0% |
| Hispanic/Latino | 76% | 24% | 0% |
| Multi-Ethnicity | 80% | 20% | 0% |
| Filipino/Pacific Islander | N/A | N/A | N/A |
| Unknown | 84% | 13% | 3% |
| White Non-Hispanic/Latino | 85% | 15% | 1% |
Credit ESL
Credit ESL Placement
| | Transfer-Level Course without Concurrent Support | Transfer-Level Course with Recommended or Required Concurrent Support | Pre-Transfer-Level Course |
|---|---|---|---|
| Overall | 1% | 9% | 91% |
| African-American | 0% | 0% | 100% |
| American Indian/Alaskan Native | N/A | N/A | N/A |
| Asian American | 1% | 8% | 92% |
| Hispanic/Latino | 0% | 29% | 71% |
| Multi-Ethnicity | 0% | 0% | 100% |
| Filipino/Pacific Islander | N/A | N/A | N/A |
| Unknown | 0% | 10% | 90% |
| White Non-Hispanic/Latino | 0% | 11% | 89% |
Credit ESL Enrollment
| | Transfer-Level Course without Concurrent Support | Transfer-Level Course with Recommended or Required Concurrent Support | Pre-Transfer-Level Course |
|---|---|---|---|
| Overall | 12% | 8% | 81% |
| African-American | 0% | 0% | 0% |
| American Indian/Alaskan Native | N/A | N/A | N/A |
| Asian American | 12% | 7% | 81% |
| Hispanic/Latino | 20% | 20% | 60% |
| Multi-Ethnicity | 0% | 0% | 100% |
| Filipino/Pacific Islander | N/A | N/A | N/A |
| Unknown | 13% | 13% | 75% |
| White Non-Hispanic/Latino | 10% | 7% | 83% |
*Explanation of Tables and Methodology:
The tables represent placement and enrollment for the cohort of students starting in summer 2019, fall 2019, or spring 2020. The cohort is defined by first-time students with an IVC college of record who enrolled in at least one credit course and completed assessment and matriculation steps in the same timeframe. Placement represents a student’s first placement before enrolling in courses. Enrollment represents a student’s first English, math, and/or credit ESL course at either Irvine Valley College or Saddleback College.
Notes: IVC first-time college students placed and enrolled in at least one credit course in summer 2019, fall 2019, and spring 2020. To protect student privacy, any cell with fewer than 10 students is left empty.
Additional Information related to AB 705 and AB 1805:
AB 705 is a bill that requires a community college to maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one-year timeframe and English and a Second Language (ESL) courses within a three-year timeframe.
AB 1805 is a bill that requires a community college to inform students of their rights to access transfer-level coursework and to publicly post the placement results as displayed above.