The Citrus College 2021-2026 Strategic Plan outlines the institution's mission, vision, and values, focusing on a single overarching goal: increasing student success and completion. Specifically, the plan outlines 19 measurable objectives designed to achieve the overarching goal of increasing student success and completion.
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Transfer-Level English Completion
This objective focuses on ensuring students complete transfer-level English within their first year, a critical milestone for academic success and timely degree completion. It aligns with the strategic plan's commitment to instructional quality, college readiness, and student success, ensuring students develop essential writing and analytical skills necessary for university transfer and career advancement.
Transfer-level English completion tracks the percentage of students who attempted an English course for the first time in the fall term and successfully completed a transfer-level English course in the following spring. The one-year English completion rate has increased from 66% for the fall 2020 cohort to 70% for the fall 2023 cohort.
Objective: By 2026, increase the percent of students who complete transfer-level English within one year to 73%.
Results
- Fall 2015 cohort: 49%
- Fall 2016 cohort: 55%
- Fall 2017 cohort: 54%
- Fall 2018 cohort: 71%
- Fall 2019 cohort: 68%
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Fall 2020 cohort: 66%
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Fall 2021 cohort: 67%
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Fall 2022 cohort: 69%
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Fall 2023 cohort: 70%
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Transfer-Level Mathematics Completion
Mathematics competency is a key barrier to degree attainment for many students. This objective aims to improve first-year completion rates, enabling students to progress efficiently toward their academic goals. It supports the strategic plan's enrollment management and instructional responsiveness, ensuring math pathways are accessible, equitable, and aligned with student needs.
Transfer-level math completion tracks the percentage of students who attempted a math course for the first time in the fall term and successfully completed a transfer-level math course in the following spring. The one-year math completion rate has increased by 10% from 62% for the fall 2020 cohort to 72% for the fall 2023 cohort.
Objective: By 2026, increase the percent of students who complete transfer-level math within one year to 73%.
Results
- Fall 2015 cohort: 19%
- Fall 2016 cohort: 23%
- Fall 2017 cohort: 28%
- Fall 2018 cohort: 45%
- Fall 2019 cohort: 59%
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Fall 2020 cohort: 62%
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Fall 2021 cohort: 63%
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Fall 2022 cohort: 72%
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Fall 2023 cohort: 72%
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Noncredit Certificates Awarded
This objective emphasizes the expansion of noncredit certificates, which offer valuable skills training for workforce entry or career advancement. It connects to the strategic plan's focus on instructional responsiveness and workforce development, ensuring nontraditional students have access to a flexible, career-oriented education. The annual count of noncredit certificates increased to 45 in 2023-24.
Objective: By 2026, increase the number of noncredit certificates awarded annually to 50.
Results
- 2019-20: 12
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2020-21: 2
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2021-22: 8
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2022-23: 33
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2023-24: 45
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Course Success Rate
Course success rates serve as a benchmark for overall academic effectiveness and student preparedness. By increasing this metric, the strategic plan reinforces its commitment to instructional quality and student support, ensuring students receive the resources and guidance necessary to complete courses successfully. The annual course success rate has increased steadily over the past four years from 74% in 2020-21 to 76% in 2023-24.
Objective: By 2026, increase the collegewide course success rate to 75%.
Results
- 2015-16: 71%
- 2016-17: 72%
- 2017-18: 72%
- 2018-19: 72%
- 2019-20: 75%
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2020-21: 74%
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2021-22: 74%
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2022-23: 75%
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2023-24: 76%
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Disproportionately Impacted Students' Success Rates
This objective directly supports diversity, equity, and inclusion by addressing achievement gaps among underrepresented students, including African American and Foster Youth populations. It aligns with the strategic plan's focus on equitable access, retention, and closing success gaps.
The course success rates for African American and foster youth students have fluctuated over the past five years, but both show an increase since fall 2022.
Objective: By 2026, increase the course completion rates of disproportionately impacted students by 5%.
African American students to 63% (from 58%)
Foster Youth students to 50% (from 45%)
Other groups as identified
Results
Five-year Average (fall 2015 to fall 2019)
- African American
- Fall 2015: 57%
- Fall 2016: 58%
- Fall 2017: 54%
- Fall 2018: 62%
- Fall 2019: 58%
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Fall 2020: 65%
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Fall 2021: 58%
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Fall 2022: 56%
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Fall 2023: 64%
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Fall 2024: 68%
- Foster Youth
- Fall 2015: 52%
- Fall 2016: 44%
- Fall 2017: 45%
- Fall 2018: 40%
- Fall 2019: 44%
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Fall 2020: 52%
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Fall 2021: 65%
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Fall 2022: 50%
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Fall 2023: 59%
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Fall 2024: 60%
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Fall-to-Spring Persistence
Ensuring students persist from fall to spring is crucial for long-term academic success. This objective aligns with the strategic plan's goals of student support, enrollment management, and persistence, aiming to strengthen student engagement and reduce drop-out rates.
The fall-to-spring persistence rate measures the percentage of first-time freshmen who continued to enroll in the following spring semester. The data shows a consistent increase in the fall-to-spring persistence rate, rising from 76% for the fall 2020 cohort to 80% for the fall 2023 cohort.
Objective: By 2026, increase the fall-to-spring persistence rate of first-time freshmen to 86%.
Results
Five-year Average: 81% (fall 2015 to fall 2019)
- Fall 2015 cohort: 82%
- Fall 2016 cohort: 84%
- Fall 2017 cohort: 83%
- Fall 2018 cohort: 79%
- Fall 2019 cohort: 76%
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Fall 2020 cohort: 76%
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Fall 2021 cohort: 77%
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Fall 2022 cohort: 79%
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Fall 2023 cohort: 80%
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Fall-to-Fall Persistence
This objective extends the focus on persistence by tracking year-over-year persistence, a key indicator of student success. It connects to the strategic plan's enrollment strategies and support services, ensuring students remain engaged throughout their academic journey.
The fall-to-fall persistence rate measures the percentage of first-time freshmen who continued to enroll in the following fall semester. The fall-to-fall persistence rate has remained steady at 66% for the last three cohorts.
Objective: By 2026, increase the fall-to-fall persistence rate of first-time freshmen to 70%.
Results
Five-year Average: 65% (fall 2015 to fall 2019)
- Fall 2015 cohort: 64%
- Fall 2016 cohort: 63%
- Fall 2017 cohort: 70%
- Fall 2018 cohort: 63%
- Fall 2019 cohort: 64%
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Fall 2020 cohort: 64%
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Fall 2021 cohort: 66%
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Fall 2022 cohort: 66%
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Fall 2023 cohort: 66%
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Units Accumulated by Degree Earners
Excessive accumulated units can delay graduation, consume valuable time, and exhaust limited resources such as financial aid, increasing students' overall financial burden. This objective supports the strategic plan's emphasis on efficient degree pathways, ensuring students take only the necessary courses for graduation.
Units accumulated by associate degree earners has declined slightly since 2019-20 and remained stable.
Objective: By 2026, decrease the average number of units accumulated by all associate degree earners to 80.
Results
Five-year Average: 89 units (fall 2015 to spring 2020)
- 2015-16: 87
- 2016-17: 90
- 2017-18: 89
- 2018-19: 89
- 2019-20: 89
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2020-21: 87
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2021-22: 85
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2022-23: 86
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2023-24: 85
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Degree Completion Among African American and Latinx Students
Increasing degree attainment among underrepresented populations supports equity, inclusion, and student success initiatives. This objective reflects the strategic plan's focus on closing achievement gaps and expanding educational opportunities for all students.
The number of African American and Latinx degree earners has declined since 2020-21, primarily due to the enrollment decline during the pandemic, which affected completion in the following years.
Objective: By 2026, increase the number of African American and Latinx degree earners by 10%.
(10% increase over the five-year average)
Results
- Target by 2026
African American: 48
Latinx: 925 - Five-year Average
African American: 44
Latinx: 841
- 2015-16 Academic Year
African American: 39
Latinx: 744 - 2016-17 Academic Year
African American: 46
Latinx: 816 - 2017-18 Academic Year
African American: 45
Latinx: 909 - 2018-19 Academic Year
African American: 42
Latinx: 797 - 2019-20 Academic Year
African American: 48
Latinx: 941 -
2020-21 Academic Year
African American: 54
Latinx: 1,087 -
2021-22 Academic Year
African American: 37
Latinx: 971 -
2022-23 Academic Year
African American: 30
Latinx: 876 -
2023-24 Academic Year
African American: 38
Latinx: 775
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Workforce Certificate Completion Among African American and Latinx Students
Workforce certificates provide career-ready skills that enhance employability. This objective ensures equitable access to career technical education (CTE) and workforce training, supporting the strategic plan's goal of diversity and economic mobility.
The number of African American workforce certificate recipients for African American students has remained relatively stable in the last four years while the number of Latinx certificate recipients has fluctuated between 350 and 372.
Objective: By 2026, increase the number of African American and Latinx workforce certificate* earners by 10%.
(*CSUGE and IGETC excluded)
Results
- Target by 2026
African American: 18
Latinx: 305 - Five-year Average
African American: 16
Latinx: 277
- 2015-16 Academic Year
African American: 17
Latinx: 252 - 2016-17 Academic Year
African American: 16
Latinx: 208 - 2017-18 Academic Year
African American: 15
Latinx: 289 - 2018-19 Academic Year
African American: 11
Latinx: 359 - 2019-20 Academic Year
African American: 20
Latinx: 279 -
2020-21 Academic Year
African American: 17
Latinx: 360 -
2021-22 Academic Year
African American: 13
Latinx: 350 -
2022-23 Academic Year
African American: 17
Latinx: 372 -
2023-24 Academic Year
African American: 16
Latinx: 350
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Transfer of Disproportionately Impacted Groups
Ensuring equitable transfer rates among diverse student populations supports the strategic plan's equity, inclusion, and university partnerships initiatives. It reflects a commitment to improving transfer pathways and reducing systemic barriers.
All four groups of students experienced fluctuations in transfers to four-year colleges.
Objective: By 2026, increase transfer of disproportionately impacted groups by 10%*
(*for groups identified as DI for at least two years)
Results
Target with 10% increase
- DSPS (all): 88
- Native Hawaiian or other Pacific Islander (all): 2
- Foster Youth (male): 4
- LGBTQ (all): 21
- 2014-15 Transfer Year
DSPS (all): 72
Native Hawaiian or other Pacific Islander (all): 1 - 2015-16 Transfer Year
DSPS (all): 86
Native Hawaiian or other Pacific Islander (all): 2
Foster Youth (male): 3
LGBTQ (all): 14 - 2016-17 Transfer Year
DSPS (all): 82
Native Hawaiian or other Pacific Islander (all): 1
Foster Youth (male): 3
LGBTQ (all): 23 - Average
DSPS (all): 80
Native Hawaiian or other Pacific Islander (all): 1
Foster Youth (male): 3
LGBTQ (all): 19 - Target with 10%
DSPS (all): 88
Native Hawaiian or other Pacific Islander (all): 2
Foster Youth (male): 4
LGBTQ (all): 21 -
2017-18 Transfer Year
DSPS (all): 105
Native Hawaiian or other Pacific Islander (all): 3
Foster Youth (male): 4
LGBTQ (all): 9 -
2018-19 Transfer Year
DSPS (all): 99
Native Hawaiian or other Pacific Islander (all): 0
Foster Youth (male): 4
LGBTQ (all): 14 -
2019-20 Transfer Year
DSPS (all): 94
Native Hawaiian or other Pacific Islander (all): 2
Foster Youth (male): 4
LGBTQ (all): 27 -
2020-21 Transfer Year
DSPS (all): 103
Native Hawaiian or other Pacific Islander (all): 5
Foster Youth (male): 1
LGBTQ (all): 21 -
2021-22 Transfer Year
DSPS (all): 102
Native Hawaiian or other Pacific Islander (all): 2
Foster Youth (male): 3
LGBTQ (all): 19 -
2022-23 Transfer Year
DSPS (all): 71
Native Hawaiian or other Pacific Islander (all): n/a
Foster Youth (male): n/a
LGBTQ (all): 26
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Overall Degree Completion
Increasing overall degree attainment aligns with the strategic plan's core goal of student success and completion. It ensures students reach their academic goals efficiently, strengthening institutional performance metrics.
The number of degree recipients has declined since 2020-21, primarily due to the enrollment drop during the pandemic, which impacted completion in the subsequent years.
Objective: By 2026, increase the number of degree earners by 5%.
(5% increase over the five-year average)
Results
Five-year Average (2015-16 to 2019-20): 1,433
Target by 2026: 1,505
- 2015-16: 1,360
- 2016-17: 1,370
- 2017-18: 1,556
- 2018-19: 1,389
- 2019-20: 1,491
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2020-21: 1,667
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2021-22: 1,472
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2022-23: 1,327
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2023-24: 1,175
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Workforce Certificate Completion
Workforce certificates enhance career preparation and economic outcomes for students. This objective aligns with the strategic plan's workforce development and instructional responsiveness, ensuring students gain industry-recognized credentials.
The number of workforce certificate recipients varied between 505 and 544 in the last four years.
Objective: By 2026, increase the number of workforce certificate* earners by 5%.
(*CSUGE and IGETC excluded)
(5% increase over the five-year average)
Results
Five-year Average (2015-16 to 2019-20): 460
Target by 2026: 483
- 2015-16: 441
- 2016-17: 389
- 2017-18: 484
- 2018-19: 525
- 2019-20: 460
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2020-21: 539
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2021-22: 520
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2022-23: 544
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2023-24: 505
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Student Transfers to Four-Year Institutions
Improving transfer rates supports the college's mission of providing accessible, high-quality education that facilitates upward mobility. It ensures students successfully transition to universities, expanding career and academic opportunities.
Due to the pandemic, the number of transfers has decreased from 1,422 in 2020-21 to 1,006 in 2023-24, with a noticeable drop over the past few years.
Objective: By 2026, increase the number of student transfers to four-year colleges and universities by 5%.
(5% increase over the five-year average)
Results
Five-year Average (2014-15 to 2018-19): 1,213
Target by 2026: 1,274
- 2014-15: 1,227
- 2015-16: 1,126
- 2016-17: 1,200
- 2017-18: 1,211
- 2018-19: 1,299
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2019-20: 1,275
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2020-21: 1,422
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2021-22: 1,276
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2022-23: 1,047
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2023-24: 1,006
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STEM Program Completion Among Underrepresented Students
STEM education is a pathway to high-demand careers, but equity gaps persist. This objective supports diversity and inclusion initiatives, ensuring historically underrepresented groups receive the resources and support needed to complete STEM programs.
The number of Latinx students completing STEM programs has decreased over the past four years, from 277 in 2020-21 to 209 in 2023-24. African American and Native American students represent two small groups, and the number of students completing STEM programs in these groups has remained relatively stable.
Objective: By 2026, increase the number of Latinx, African American, and Native American students completing STEM programs of study by 10%.
Results
- Target by 2026
Latinx: 301
African American: 18
Native American: 2 - Five-year Average
Latinx: 274
African American: 16
Native American: 1 -
2020-21
Latinx: 277
African American: 10
Native American: 0 -
2021-22
Latinx: 278
African American: 8
Native American: 1 -
2022-23
Latinx: 253
African American: 7
Native American: 1 -
2023-24
Latinx: 209
African American: 9
Native American: 0
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Licensure and Credential Pass Rates
Ensure the licensure and industry-valued third-party credential pass rates for skill builders and career technical education (CTE) program completers are at least 10% higher than the institution-set standard rate as indicated in the 2020 Accreditation Commission for Community and Junior Colleges' annual report.
Ensuring students pass industry-recognized certification exams strengthens the strategic plan's focus on career readiness and technical education. This objective ensures graduates are well-prepared to enter competitive job markets.
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CTE Unit Completion
Career and technical education (CTE) provides students with valuable workforce skills. This objective aligns with the strategic plan's technological advancement and instructional responsiveness, ensuring students engage in high-quality career education.
The number of students who completed nine or more units has declined slightly from 1,583 in 2020-21 to 1,554 in 2023-24.
Objective: By 2026, increase the number of students who complete nine or more CTE units by 5%.
Results
Five-year Average (2015-16 to 2019-20): 1,773
Target by 2026: 1,950
- 2015-16: 1,724
- 2016-17: 1,804
- 2017-18: 1,728
- 2018-19: 1,832
- 2019-20: 1,777
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2020-21: 1,583
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2021-22: 1,451
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2022-23: 1,479
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2023-24: 1,554
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Attainment of Living Wage
This objective measures the effectiveness of workforce programs in helping students secure sustainable employment. It supports the strategic plan's goal of economic mobility and workforce development, ensuring graduates achieve financial independence.
This metric tracks the percentage of students who earn a living wage in Los Angeles County after leaving the postsecondary education system. The percentage of students who attained a living wage increased 4% between 2019-20 and 2021-22 but dropped slightly to 27% in 2022-23.
Objective: By 2026, increase the number of students who attain a living wage by 5%.
Results
Baseline: Five-year Average (2014-15 to 2018-19): 30.4%
- 2014-15: 28%
- 2015-16: 29%
- 2016-17: 31%
- 2017-18: 32%
- 2018-19: 32%
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2019-20: 26%
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2020-21: 30%
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2021-22: 30%
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2021-22: 27%
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Enrollment Yield Range
Increasing enrollment conversion rates reflects the effectiveness of recruitment and outreach efforts. This objective supports the strategic plan's enrollment management, community relations, and institutional growth, ensuring the college attracts and retains students effectively.
A large number of fraudulent applications impacted the yield rate in 2020-21, but the rate has since recovered and remained stable at 32% over the past two years.
Objective: By 2026, increase enrollment yielded from valid applications by 5%.
Results
Old baseline: Five-year Average: 37%
Updated baseline: 36.1% based on SSM downloaded Jan 2023
- 2014-15: 33%
- 2015-16: 36%
- 2016-17: 37%
- 2017-18: 37%
- 2018-19: 37%
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2019-20: 30%
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2020-21: 6%
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2021-22: 27%
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2022-23: 32%
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2021-22: 32%
