Job Training Programs 1 Personal Trainer, Certificate of Completion Mission/Purpose, Target Audience & Admissions/Pre-Requisite Skills Mission/Purpose Review & Documentation: Website description of the program: Personal Trainers provide physical fitness instruction and fitness and lifestyle assessments to people desiring a wellness program to meet their individual needs. GRCC's Personal Trainer course will prepare you to take the NSCA certification exam. Embedded throughout the course is a strong emphasis on wellness and wellness promotion. This course will prepare you to work an entry level position at a fitness center, health club, corporate wellness department, or on a freelance basis. As a part of this course you will: Complete a 36 hour internship at a fitness facility Receive a NCSA One-Year Membership Be Prepared to take the National Strength and Conditioning Association's national certification exam (the fee is included in the cost of the class) Evaluation Question: Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? It conveys an overview of the content, what the profession does in the workplace, and the benefits of successfully completing the program. The last bullet point needs to be changed to “National Strength and Conditioning Association’s Certified Personal Trainer national certification exam”. Target Audience & Program Admission Review & Documentation: The program targets both traditional aged students and adult students who are looking to begin a career in fitness/wellness. In addition, we have attracted students who currently work in fitness without certifications who are looking to up-skill to increase their responsibilities and salary potential at work. The program has attracted students who are 69% white and 62% male. 56% of students are under 25 years of age. All program pre-requirements were set by area employers. They are: current CPR/First Aid Certification, WorkKeys National Career Readiness Certificate, WorkKeys Talent, WorkKeys Fit, a Criminal Background
37
Embed
Personal Trainer, Certificate of Completion Mission/Purpose, … Trainer 2014-15... · Job Training Programs 1 Personal Trainer, Certificate of Completion Mission/Purpose, Target
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Personal Trainers provide physical fitness instruction and fitness and lifestyle assessments to people desiring a wellness program to meet their individual needs. GRCC's Personal Trainer course will prepare you to take the NSCA certification exam. Embedded throughout the course is a strong emphasis on wellness and wellness promotion. This course will prepare you to work an entry level position at a fitness center, health club, corporate wellness department, or on a freelance basis.
As a part of this course you will: Complete a 36 hour internship at a fitness facility Receive a NCSA One-Year Membership Be Prepared to take the National Strength and Conditioning Association's national certification
exam (the fee is included in the cost of the class)
Evaluation Question:
Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? It conveys an overview of the content, what the profession does in the workplace, and the benefits of successfully completing the program. The last bullet point needs to be changed to “National Strength and Conditioning Association’s Certified Personal Trainer national certification exam”.
Target Audience & Program Admission
Review & Documentation:
The program targets both traditional aged students and adult students who are looking to begin a career
in fitness/wellness. In addition, we have attracted students who currently work in fitness without
certifications who are looking to up-skill to increase their responsibilities and salary potential at work.
The program has attracted students who are 69% white and 62% male. 56% of students are under 25
years of age.
All program pre-requirements were set by area employers. They are: current CPR/First Aid Certification,
WorkKeys National Career Readiness Certificate, WorkKeys Talent, WorkKeys Fit, a Criminal Background
Job Training Programs 2
check, and a signed Declaration and Release form. Participants in the program must have a high
school diploma or GED.
Students must enter the program with current CPR (including AED) and First Aid certifications.
Employers indicated no preference as to which organization the certification is from, so all
credible national certifications are accepted (i.e. American Heart Association, Red Cross)
WorkKeys NCRC assessments have been adopted by the state of MI, the Healthcare Employers Council,
and Talent 2025 as a measure of workplace skill. Students are encouraged to be at the Silver level or
above before taking the class. Remedial tools are available to help students improve their scores on
NCRC assessments.
WorkKeys Talent and WorkKeys Fit became mandatory pre-requirements at the request of employers.
These assessments help students identify their workplace values and behaviors. This knowledge helps
students to adapt behaviors to workplace norms and supports further student success in entry level
fitness employment.
A Criminal Background check is required by employers in order for the students to participate in
internships. The Declaration and Release form is required since there is a significant hands-on learning
component to the program.
Evaluation Questions:
1. Has the target audience for the program been identified? Is the program attractingand appropriately serving the target audience?
The program has a broad spectrum of audience that it targets due to the combination of fitness and wellness components. It is attracting more interest from those interested in Fitness at this point. There have been no reported graduates hired into wellness positions in companies.
2. Does the program composition (demographics) reflect the defined targetpopulation(s)? Why or why not?
One strength of the program is that it has attracted more females than first anticipated. With 83% of people in Kent County classified as white (http://www.indexmundi.com/facts/united-states/quick-facts/michigan/county/kent/white-population-percentage#chart, retrieved 2/24/2015,lw) the program has greater ethnic diversity than the community it draws from. There are fewer young adults enrolled than anticipated.
3. If there are admissions criteria, academic standards, or assessment requirements forthe program, are they appropriate and do they facilitate program and student success (based on your review of external data and course success data)?
With 95% of students successfully completing the program, admission standards are appropriate.
4. Are changes to the admissions or waitlist processes needed?
It may be beneficial to re-evaluate marketing strategies in order to increase enrollment.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No
Program Data
Program Enrollment & Student Progress
Review & Documentation:
Student Applications In the past two years, a greater proportion of students less than 25 years of age have enrolled than in previous years. The first as well as the most recent class have been primarily male, with the two middle years a fairly even split between the two. The program has consistently enrolled students with a white majority. As noted earlier, the proportion is more integrated than the county.
The number of students who applied to the program is 43.
Year # of Applications
2010/2011 10
2011/2012 0
2012/2013 12
2013/2014 13
2014/2015 8
Student Enrollment The number of students who enrolled in the program since its inception is 39.
Year # of Enrollments
2010/2011 8
2011/2012 0
2012/2013 12
Job Training Programs 4
2013/2014 13
2014/2015 6
Enrollment significantly decreased this year, with only one class offered and that class having the smallest enrollment ever.
Student Retention & Graduation (Student Completion) Of the 39 enrolled students two (5%) did not successfully completed the program. One was female, one was male and both were younger than 25. One was African American and one was white. See Appendix 1 for year to year breakdown.
Evaluation Questions:
1. Is the program consistently attracting new students?
Until this past year, enrollment was increasing. There continues to be interest in the program, and employers indicate continued need. This year, enrollment is down.
2. Is the enrollment trend meeting established targets, ensuring program viability? Iftargets for enrollment have not been established, what should they be? What could bedone to increase enrollment (if this is found to be necessary)?
We need a minimum of 12 students per year in order for the program to break even. Creating education ladders would be helpful to increase enrollment. Marketing strategies on a minimal budget are a challenge. Obtaining approval for Veteran’s would be helpful.
3. Do students appear to be progressing through the program well? Are there concerns inthis area?
A completion rate of 95% and reported exam success rates indicate that the program ison target as far as academic rigor.
4. Is the yearly ratio of the number of students enrolled to the number of graduatesappropriate given program goals? Why or why not?
95% of the students who enrolled successfully completed the program. This would indicate that the academic rigor of the program is appropriate.
5. Are the various sub-populations meeting the targets for enrollment and graduation at
the same rate?
There are no data patterns that indicate any issues.
Job Training Programs 5
Program Outcomes
Review & Documentation:
Program Outcomes
100% of respondents reported that they successfully completed the certification exam and are employed in the fitness industry. Response rate is 65%
Data for Program Outcomes
65% of students (24 of 37) self-reported to instructor on their certification and employment status. Of that 65%, 100% passed the certification exam and reported that they are employed in the fitness industry. Post-Program surveys are mailed to each graduate 3 months following the end of the program. No surveys have been returned.
Evaluation Questions:
1. Are these Program Outcomes appropriate given the target audience and intent forthe program? If not, please list what the new Program Outcomes should be.The program outcomes align with the certification exam.
Program outcomes align with industry and certification standards. One unanticipated motivation with a portion of the students is that they report taking the program for their own fitness information – that they had no plan to obtain employment in the fitness sector.
2. What does the data trend for the Program Outcomes tell you? What are theimplications for these data?
The outcomes are being met given the rate of successful completion and successful certification.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Applications Yes No Student Enrollment Yes No Student Retention & Graduation (Student Completion) Yes No Program Outcomes Yes No
Job Training Programs 6
Program Curriculum
History
Review & Documentation:
This program was request by a faculty of the college who is a personal trainer and identified a shortage
of training organizations for this profession. A survey of area fitness employers identified that there was
a need for competent entry-level fitness trainers. See Appendices 2-3. Employers identified the NSCA’s
CPT certification as the most preferred certification. See Appendix 4. An environmental survey showed
that there was not capacity in the area to meet the employer need. An employer focus group was
formed who reinforced the need, identified competencies and preferred structure of the class.
Curriculum was developed with employer approval. See Appendix
A pilot began in October 2010 with 8 students. All 8 successfully completed, passed the certification
exam, and found employment.
The program was originally named Personal/Wellness Trainer. It was offered 6 mornings/week for 29
weeks. The employer partner was the YMCA. Despite the initial success of the pilot class, it was difficult
to meet minimum enrollment for future programs. The name of the program was changed to Personal
Trainer Certification Program. The hours per week were increased to 8 and the number of weeks was
decreased. Student success in the program and on the certification exam remained positive and the
program began once again meeting minimum enrollment criteria to break even on the cost.
External Standards & Certifications
Review & Documentation:
External Standards
The standards and content align with the National Strength and Conditioning Association’s Certified Personal Trainer national certification exam. High school standards do not apply to this program, although a high school diploma is required in order to sit for the certification exam.
Program Certifications
This program qualified the student to sit for the National Strength and Conditioning Association’s Certified Personal Trainer national certification exam. A one year membership to NSCA as well as the certification exam fee is included in the cost of the program.
Curriculum Crosswalk See Pages 10,11 of this document and Appendix 5 for crosswalk between curriculum and ILOs.
Job Training Programs 7
Evaluation Questions:
1. To what extent is the program curriculum aligned with the K-12 standards? Are thecurrent courses well aligned with the K-12 expectations? Are textbooks and student materials in the initial coursework at the appropriate level given their high school preparation? If there is not alignment, identify the gaps. If there is duplication, secondary to postsecondary, identify the opportunity for articulated credits.
The program is not aligned to K-12 standards.
2. To what extent is the program curriculum aligned with external professionalstandards (Industry, State, or National)? Are the current courses within the program or discipline appropriately and sufficiently addressing external standards? What changes should be made to ensure alignment? Are new courses needed? Do additional competencies from the standards need to be added or eliminated in courses? Please explain.
The program outcomes and program content is directly taken from the certification organization. See attachments (New Program/Class Development Matrix and Detailed Content Outline) See Appendix 6.
Program Learning Outcomes
Review & Documentation:
The Personal Trainer program has four main outcomes:
a. Consult with and assess clients.b. Design and plan fitness programs appropriate for the clientc. Evaluate exercise techniqued. Create a safe and professional milieu
Evaluation Question:
1. Do the Program Learning Outcomes reflect the demonstrable skills, knowledge, andattitudes expected of students by the end of the program? Are they aligned with the standards identified in previous work? Are they clearly stated and measurable? If not, what changes are suggested?
The program outcomes are clear, measurable, align with the certification exam standards. No changes are necessary. See Appendix 5.
Job Training Programs 8
Program Structure & Sequence
Review & Documentation:
The Personal Trainer program is 17 weeks of learning. It meets two evenings a week from 5-9pm. The
structure for the first thirteen weeks of learning is that the first session of the week is in the classroom
to learn theory. The second session of the week is conducted at a fitness employer (currently the
Salvation Army Kroc Center) to put into practice what was learned in the classroom. Each week focuses
on a unique aspect of personal training and builds on knowledge taught in previous weeks. During
weeks 14-16, students spend 12 hours per week at a local fitness or wellness center for an internship.
Week 17 is the final week of the program. Students process internship experiences and review content
in preparation for taking the certification exam.
The program begins with learning anatomy, biomechanics, and foundations for client consultation and
appraisal. The program builds with the integration of theory of various training techniques and
strategies alongside the implementation of skills in the fitness facility setting. Critical examination of
journal articles as well as adapting to special populations are taught in the latter portion of the program
as the students exhibit mastery of foundational skills.
Evaluation Questions:
1. What changes to the program structure are being proposed to ensure that the targetstudent population and current student population (traditional, transfer, and/or adultlearners) are successful? Please explain.
The delivery of this 17 week format seems to be working well. We continue to develop ties with employers to increase the number and variety of internship experiences available to our students. An Internship Evaluation based on the program objectives is being developed for implementation with the next cohort group. This will give employers the opportunity to assess whether the program is meeting its objectives based on student performance in the workplace.
2. Are there pre-requisite courses that need to be added to the program?
Not at this time.
3. Are all four of the ILOs and associated competencies integrated into the program? Dostudents have the opportunity to build the knowledge, skills, and attitudes associatedwith the ILOs throughout the program?
Yes, all four ILOs are integrated into the curriculum. Each week of the course builds on the previous ones so that critical thinking and best practices in personal training are developed. Lessons are delivered in a progression - beginning with the fundamental exercise sciences, students are then taught how to apply that knowledge within the
Job Training Programs 9
context of the personal training field. Once the core sciences are understood they are then applied to real world scenarios. Each message is repeated throughout the course with industry specific variations to reinforce and practice newly gained skills.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Program structure/sequence Yes No Curriculum alignment with external professional standards Yes No Curriculum Alignment K-12 Yes No Program Learning Outcomes Yes No ILOs Yes No Certifications Yes No Internship Yes No Pre-requisites Yes No Online Offerings Yes No
Follow up action: Integrate ILO statements into program objectives/syllabus
Job Training Programs 10
Assessment of Student Learning In the past, we incorporated ILOs with the PLOs. We assessed the alignment of student learning with curriculum measures in the program (see
the Current Measures in black type). In going through the Program Review process, we realize that measuring student learning outcomes will be
more effective if done by area employers as part of the student internship experience. We plan to design and implement an Internship
Evaluation that will measure student competence in alignment with both the PLOs and GRCC’s ILOs (as indicated by Future Measures and Status
columns in blue type).
Program Learning Outcome(s) Assessed in 2014-2015
ILO Current Measure Future Measure
Findings/ Improvements/Impact Status Spring 2015
Consult with and assess clients N/A Quizzes on chapters 7,9,10,11 Exam 1 Final Project Internship Internship Evaluation
80% of students demonstrated strong performance in this area 20% need improvement
Developing the Internship Evaluation tool.
Design and plan fitness programs appropriate for the client
N/A Quizzes on chapters 1-11,15-23 Exam 1, 2 Final Project Internship Internship Evaluation
80% of students demonstrated strong performance in this area 20% need improvement
Developing the Internship Evaluation tool.
Evaluate exercise technique N/A Quizzes on chapters 12-17, 23 Exam 2 Final Project Internship Internship Evaluation
80% of students demonstrated strong performance in this area 20% need improvement
Developing the Internship Evaluation tool.
Create a safe and professional milieu
N/A Quizzes on chapters 5-25 Exam 2 Final Project Internship Internship Evaluation
100% of students demonstrated strong performance in this area upon completion of course
Developing the Internship Evaluation tool.
Effectively communicate via N/A Final Project 80% of students demonstrated Developing the
Job Training Programs 11
Program Learning Outcome(s) Assessed in 2014-2015
ILO Current Measure Future Measure
Findings/ Improvements/Impact Status Spring 2015
written and spoken word.
Internship Internship Evaluation
strong performance in this area 20% need improvement
Internship Evaluation tool.
Develop critical thinking skills to effectively plan and implement appropriate fitness strategies.
N/A Final Project Internship Internship Evaluation
100% of students demonstrated strong performance in this area upon completion of course
Developing the Internship Evaluation tool.
Adhere to principles of social and environmental justice and responsibility.
N/A Final Project Internship Internship Evaluation
100% of students demonstrated strong performance in this area upon completion of course
Developing the Internship Evaluation tool.
Understand and express lifelong skills necessary for wellness and professional excellence.
N/A Final Project Internship Internship Evaluation
100% of students demonstrated strong performance in this area upon completion of course
Developing the Internship Evaluation tool.
Job Training Programs 12
Preparing for the Future
Job and wage forecasts/Employment
Review & Documentation:
Job and Wage forecasts Of the 60% who shared post-graduation information with the program instructor, 100% were employed in the fitness sector. One student opened his own business and is now hosting interns from our program and from GVSU.
Regional employment for Fitness Trainers is projected by EMSI to increase 20% from 2013-2018 with an anticipated 90 annual openings. Median hourly salary is $10.26 in a range from $8.20-$20.78. According to MIT, a living wage salary for Kent County is $8.99/hour (http://livingwage.mit.edu/counties/26081, retrieved 5/6/15 lw). When the program was developed, Grand Rapids area employers reported paying a salary of $9.66/hour which is above the living wage.
Typical formal education attainment for entry level employees is high school diploma or equivalent. This is in alignment with our program requirement.
Environmental Scanning/Trends
Evaluation Questions:
1. Are students obtaining employment upon graduation at satisfactory rates?
Yes. Of the 60% of respondents, 100% obtained employment.
2. Do the job projections and wages data suggest that this program will be viable overthe next four years?
The data suggests a 20% job growth which promotes program viability.
3. Is the number of graduates aligned with the market need (job forecasts/transferinstitutions)?
There are currently more openings than we have students. As mentioned earlier, a program improvement will be to review the marketing strategy for the program. Since this is a “non-credit” program, it does not transfer to other education institutions or the “credit” side of GRCC.
Blue Heron Academy – Private organization that offers an organization-specific certificate
Natural Healers – Private organization offering an online program
Self Study program – you can purchase study materials and take the certification exam without enrolling
in a class. Employers indicate that they prefer to hire someone with exposure to the fitness
environment and evidence of competency with execution of skills.
GRCC offers and associate degree with a focus in Exercise science. The curriculum features ACE
certifications which are not the choice of our area employers.
Many 4 year institutions in Kent County offer Athletic Training/Exercise Science/Kinesiology degrees
including Aquinas College, Calvin College, Cornerstone University, Davenport University and Grand
Valley University.
At least four other Community Colleges in Michigan offers Personal Trainer programs resulting in
certification through World Instruction Training Schools (WITS). Our employer focus group indicated
that they did not want to hire people with WITS certification.
Evaluation Questions:
1. Are peer institutions offering this program at the same level (certificate, associate’sdegree)? Is the program offered at a bachelor’s degree? If so, could a pre-major program be created?
Peer institutions are not offering the program with a certification supported by area employers at the level of certification. We have had discussions to articulate the program to GRCC, Davenport, and Ferris but no agreements are in place.
2. Are there any institutions with whom GRCC could explore articulation agreements?
We would like to develop the ladder to fitness credit at GRCC in order to encourage our graduates to continue with their education here at GRCC. In addition, Davenport and Ferris may be open to articulation agreements.
Facilities & Equipment
Review & Documentation:
One evening per week the class meets at the MTEC. This meets student need with its convenient
location with free parking and access to bus lines. The second evening per week the class meets at the
Job Training Programs 14
Salvation Army Kroc Center. It is a convenient location and they provide all equipment that is needed
for effective instruction. We pay the Kroc Center $150/class to hold the class at their facility.
Evaluation Questions:
1. What did you learn from the PROE Student Survey results? Will you take any actionswith the program as a result of what you have learned? N/A
2. What did you learn from the Advisory Board Survey results? Will you take any actionswith the program as a result of what you have learned?
Our Advisory Committee has not met for a couple of years. They gave valuable insights for program requirements, program standards, internship expectations, and workplace competency and the identification of the need for Personal Trainers in our community. A further action would be to reconvene the Advisory Committee, inviting all employer partners. This would serve a dual purpose of raising awareness of our program for student recruitment and obtaining input on innovations in the field.
3. Are the resources sufficient to meet identified needs and goals for the next fouryears? Please explain.
A better marketing strategy is needed to increase enrollment.
Our employer partner provides what we need for hands-on training for a fee. It would be nice to be able to hold the entire class at GRCC and not pay a facility use fee to the employer. On the other hand, students don’t need to pay downtown parking fees and we raise awareness of our program in the community by holding the hands-on portion of the program at a community organization.
4. Are the facilities and equipment adequate to facilitate teaching and learning? Pleaseexplain.
Yes. The GRCC classroom and the fitness organization are well equipped. Parking is plentiful and free. Locations are on bus lines. Our employer partner has all the latest equipment needed to teach best evidence based techniques and trends in fitness.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Job & Wage Forecasts Yes No
Job Training Programs 15
Collaboration Opportunities with Peers Yes No
Facilities/equipment upgrades Yes No Other: Continued Advisory Committee input Yes No Other: Yes No Other: Yes No Other: Yes No
Work Products
Personal Trainer Statistics
New Program Data Gathering
Research Spreadsheet on CC Offerings
Employer Survey Spring 2010
Curriculum Crosswalk
Detailed Content Outline
Personal Trainer
2014‐15
Applications 8 Ethnicity Age Gender
African‐American/Black 1 13% Under 20 4 50% Male 6 75%
American Indian 0 0% 20‐24 3 38% Female 2 25%
Asian 0 0% 25+ 1 13%
Hispanic 1 13%
White 5 63%
Unspecified 1 13%
8
2013‐14
Applications 13 Ethnicity Age Gender
African‐American/Black 1 8% Under 20 3 23% Male 7 54%
American Indian 0 0% 20‐24 5 38% Female 6 46%
Asian 0 0% 25+ 5 38%
Hispanic 1 8%
White 10 77%
Unspecified 1 8%
13
2012‐13
Applications 12 Ethnicity Age Gender
African‐American/Black 0 0% Under 20 0 0% Male 6 50%
American Indian 0 0% 20‐24 4 33% Female 6 50%
Asian 0 0% 25+ 8 67%
Hispanic 0 0%
White 10 83%
Unspecified 2 17%
12
2011‐12
Applications 0 Ethnicity Age Gender
African‐American/Black 0 NA Under 20 0 ### Male 0 #####
American Indian 0 NA 20‐24 0 ### Female 0 #####
Asian 0 NA 25+ 0 ###
Hispanic 0 NA
White 0 NA
Unspecified 0 NA
0
2010‐11
Applications 10 Ethnicity Age Gender
African‐American/Black 0 0% Under 20 0 0% Male 7 70%
American Indian 0 0% 20‐24 6 60% Female 3 30%
Asian 1 10% 25+ 4 40%
Hispanic 2 20%
White 5 50%
Unspecified 2 20%
10
Appendix 1
Personal Trainer
2014-15
Enrollment 6 Ethnicity Age Gender
African-American/Black 1 17% Under 20 2 33% Male 5 83%
Hispanic 1 17% 20-24 3 50% Female 1 17%
White 3 50% 25+ 1 17% 6
Asian 0 0% 6
Unspecified 1 17%
6
2013-14
Enrollment 13 Ethnicity Age Gender
African-American/Black 1 8% Under 20 3 23% Male 7 54%
Hispanic 1 8% 20-24 5 38% Female 6 46%
White 10 77% 25+ 5 38%
Asian 0 0%
Unspecified 1 8%
13
2012-13
Enrollment 12 Ethnicity Age Gender
African-American/Black 0 0% Under 20 0 0% Male 6 50%
Hispanic 0 0% 20-24 4 33% Female 6 50%
American Indian 0 0% 25+ 8 67%
Asian 0 0%
White 10 83%
Unspecified 2 17%
12
2011-12
Enrollment 0 Ethnicity Age Gender
African-American/Black 0 #DIV/0! Under 20 0 ### Male 0 #####
Hispanic 0 #DIV/0! 20-24 0 ### Female 0 #####
Asian 0 #DIV/0! 25+ 0 ###
White 0 #DIV/0!
Unspecified 0 #DIV/0!
0
2010-11
Enrollment 8 Ethnicity Age Gender
African-American/Black 0 0% Under 20 0 0% Male 6 75%
Asian 1 13% 20-24 5 63% Female 2 25%
Hispanic 1 13% 25+ 3 38%
White 4 50%
Unspecified 2 25%
8
Personal Trainer
2014‐15 Success Rate Success Rate Success Rate
Enrollment 6 (S) Grade Ethnicity Enrolled (Grade/Enrolled) (S) Age Enrolled (Grade/Enrolled) (S) Gender Enrolled (Grade/Enrolled)
Students Receiving Certificate (S)/Completion Rate 6 #### African‐American/Black 1 1 100% Under 20 2 2 100% Male 5 5 100%
Asian 0 0 NA 20‐24 3 3 100% Female 1 1 100%
American Indian 0 0 NA 25+ 1 1 100%
Hispanic 1 1 100%
White 3 3 100%
Unspecified 1 1 100%
Students Complete, but No Certificate (U) 0 0% (U) Grade Ethnicity (U) Age (U) Gender
African‐American/Black 0 1 0% Under 20 0 2 0% Male 0 5 0%
Hispanic 0 1 0% 20‐24 0 3 0% Female 0 1 0%
White 0 3 0% 25+ 0 1 0%
Unspecified 0 1 0%
Students Dropped (W) 0 0% (W) Grade Ethnicity (W) Age (W) Gender
African‐American/Black 0 1 0% Under 20 0 2 0% Male 0 5 0%
Hispanic 0 1 0% 20‐24 0 12 0% Female 0 1 0%
White 0 3 0% 25+ 0 30 0%
Unspecified 0 1 0%
2013‐14 Success Rate Success Rate Success Rate
Enrollment 13 (S) Grade Ethnicity Enrolled (Grade/Enrolled) (S) Age Enrolled (Grade/Enrolled) (S) Gender Enrolled (Grade/Enrolled)
Students Receiving Certificate (S)/Completion Rate 12 92% African‐American/Black 1 1 100% Under 20 2 3 67% Male 6 7 86%
Hispanic 1 1 100% 20‐24 5 5 100% Female 6 6 100%
White 10 10 100% 25+ 5 5 100%
Unspecified 1 1 100%
Students Complete, but No Certificate (U) 1 8% (U) Grade Ethnicity (U) Age (U) Gender
African‐American/Black 0 1 0% Under 20 1 3 33% Male 1 7 14%
Hispanic 0 1 20‐24 5
White 1 10 10% 25+ 0 5 0% Female 0 6 0%
Unspecified 0 1
Students Dropped (W) 0 0% (W) Grade Ethnicity (W) Age (W) Gender