Who We Are

The Office of Research & Planning believes student equity and success should be at the center of our work. We seek to cultivate a culture of inquiry that keeps students' experiences and aspirations at the forefront through disaggregated quantitative and qualitative data to inform planning and decision-making.

Fact Sheets
Interactive Dashboards
Topical Reports and Briefs

Vision 2030 includes the goal of equitably increasing the number of California community college students who earn a living wage. 91风月楼鈥檚 many Career Education programs contribute to this goal. Data updates each year include employment outcomes results that inform the ACCJC Annual Report.

Data slides: Career Education at CCSF - December 2024

CTEOS (Employment Outcomes Survey) slides and reports:

For institution-set standards and stretch goals associated with Job Placement and Licensure Pass Rates, see ACCJC Annual Report.

Labor Market Information (LMI): FAQ to help Career Education programs navigate self-service LMI data.

This annual report contains disaggregated data used to review equity gaps, assess progress, and plan for improvement. Measures include course success; progress through the math, English and ESL sequence; completion data (i.e. transfer, degrees, certificates); matriculation services and more for credit, as well as for noncredit where applicable. Data are disaggregated by race/ethnicity, gender, and other demographic groups such as foster youth, veterans and students with disabilities.  

Student Equity and Achievement Data - Spring 2022 

Vision 2030 seeks renewed focus on noncredit including hours of engagement with instruction, noncredit awards, transition to credit and employment-related outcomes. Data updates each year include student demographics, department and center data, and the most recent outcomes data.

Data slides: Noncredit Numbers - December 2024

Additional studies provide insights into which students have been more likely to transition to credit and when student enrollment has traditionally peaked within each semester for open-entry courses:  

Transition to Credit - April 2020

Positive Attendance (PARS) - May 2019

Qualitative research tools, like focus groups, provide invaluable insights about student needs. In recent years, focus groups and "Listen & Learn" sessions, a type of quasi-focus group, have been conducted both internally by the Office of Research and Planning and externally by contractors. These efforts have yielded important insights for student services, enrollment management, and program design. By sharing these findings, we aim to amplify student voices and inspire action toward fulfilling 91风月楼鈥檚 mission and fostering institutional equity.

College employees can visit to view archives, or contact research@ccsf.edu with inquiries about past reports.