Deep Dive with Data

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Race / Ethnicity Distribution

Comparison of demographics across Lemoore City, Kings County, and Lemoore College:

Lemoore City, California: White (53%), Hispanic or Latino (27%), Asian (7%), Black (6%), Two or More Races (7%), American Indian and Alaska Native alone (1%)
Kings County, California: White (27%), Hispanic or Latino (60%), Asian (4%), Black (5%), Two or More Races (3%), American Indian and Alaska Native alone (1%)
Lemoore College: White (16%), Hispanic or Latino (69%), Asian (4%), Black (4%), Two or More Races (3%), American Indian and Alaska Native alone (1%)

1. Get Strong

Goals

1.1 Increase early enrollment and access, with emphasis on adult learners ages 20–29
1.2 Implement a first-year experience for targeted student populations that strengthens early career and pathway exposure
1.3 Deepen K–12 and workforce partnerships to streamline transitions

KPIs

Application-to-enrollment and conversion rates (disaggregated)
Onboarding completion and first-term success
Gateway course and unit completion
Outreach event yield and enrollment impact
Accurate placement in field of study (major) and pathway alignment

Fall Application to Enrollment Conversion

Data reflects a trend in total applicants vs. enrolled students from 2022 to 2025, with conversion rates increasing from 34% to 37%.

Application to Enrollment Conversion by Targeted Age Group

Conversion rates for age groups 18-19, 20-24, and 25-29 show consistent growth, with the 18-19 group reaching 49% by 2025.

5 Year Weighted Average of Gateway Courses Success Rates

Success rates by demographic groups range from 50% to 85%. (Note: American Indian/Alaskan Native & Pacific Island / Asian / Gender Unknown not included due to small size).

Table Discussion: 1. Get Strong

What do you notice in the data?
How would you frame where we are when it comes to Get Strong?
What stands out as something we should pay attention to?

2. Start Strong

Goals

2.1 Enhance first-year experience with a focus on career readiness and improve tracking and coordination of first-year supports.
2.2 Expand flexible, timely student support regardless of entry point

KPIs

First-term to second-term persistence
Fall-to-Fall persistence
Student Education Plan (SEP) completion- end of 1st term an end of 2nd term
Counseling and support service utilization
FAFSA/CADAA completion
Student engagement and belonging indicators (VAR Metrics and Climate surveys)

First time student Persistence Rates

Fall to Spring persistence remains high (73% to 81%), while Fall to Fall persistence shows steady performance around 54% to 59%.

Fall to Spring Persistence by Status

Full-Time: 88% to 94%
Part-Time: 53% to 58%
Degree-Oriented: 59% to 75%
Transfer-Oriented: 76% to 84%

Table Discussion: 2. Start Strong

Based on your lived knowledge and experience at the college, how do you interpret the data?
Is there anything that's surprising?
What do you think is happening?

3. Stay Strong

Goals

3.1 Increase student engagement, empowerment, and belonging through co-curricular activities, student resources, and workforce-aligned activities.
3.2 Increase student achievement, prioritizing high-enrollment, low-success courses through instructional resources, faculty support, and student services.
3.3 Strengthen communication, mentoring, and coordinated support structures

KPIs

Student engagement dashboards and badges (Visible CV)
SEP and financial aid completion
Counseling and advising utilization
Persistence and progress to academic goals
Course success in high-enrollment, low-success courses
Mental health and wellness indicators

Student Education Plan (SEP) & Advising Utilization

Fall SEP completion rates for Full-Time students reached 82% in 2025, while Part-Time students reached 45%. Advising utilization shows a similar trend with a grand total of 48% in 2025.

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Table Discussion: 3. Stay Strong

When you look at how students are using advising, planning, and support services, what stands out to you?
Does any of this match — or not match — what you see day to day?
What might make it easier for students to take advantage of these supports?

4. Finish Strong

Goals

4.1 Increase degree and certificate completion
4.2 Expand partnerships with four-year institutions and industry
4.3 Increase participation in internships, apprenticeships, and capstones

KPIs

Degrees and certificates awarded
Transfer rates to four-year institutions
Internship, apprenticeship, and employment completion
Utilization of Virtual Career Center and WIN Center services

Degrees and Certificates by Academic Year

Degrees awarded peaked at 725 in 2024-2025, while certificates fluctuated between 313 and 426 over the 5-year period.

IPEDS Graduation and Transfer-Out Rates

Total graduation rates show an upward trend from 38% in 2020 to 49% in 2024. Transfer-out rates remain between 3% and 9%.

5. Fly Strong

Goals

3.1 Increase student engagement, empowerment, and belonging through co-curricular activities, student resources, and workforce-aligned activities.
3.2 Increase student achievement, prioritizing high-enrollment, low-success courses through instructional resources, faculty support, and student services.
3.3 Strengthen communication, mentoring, and coordinated support structures

KPIs

Alumni engagement and participation
Community employment and wage indicators
Alumni transfer and employment outcomes
Community partnership engagement metrics
Qualitative feedback through focus groups and surveys

Fall 2025 Employment Status of Students

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" alt="Fly Strong Data Visualization 1" style="max-width:100%;height:auto;display:block;margin:1rem auto;border-radius:6px;"> canvasready-deep-dive-with-data-activity-section-day-1-img_006.jpg

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" alt="Fly Strong Data Visualization 2" style="max-width:100%;height:auto;display:block;margin:1rem auto;border-radius:6px;">

Table Discussion: 4. Finish Strong & 5. Fly Strong

Looking at how our students finish and where they go next, what's there to celebrate?
Where do you see more work that needs to happen?
What do we need to do to go to the next level?

Original PDF: Deep Dive with Data Activity Section Day 1.pdf