SUFFOLK COUNTY COMMUNITY COLLEGE (SCCC) ENTERING STUDENT SURVEY - 1997

DIRECTORY  

Section 1: Goals
Section 2: Methods
    Measures and Materials
    Data Collection
    Response Rate
    Sample
Section 3: Results
Demographic Information
    Basic Demographic Information, Table 1.
        (age group, sex, ethnicity, marital status, minor children)
    Demographic Information - Financial Support and Needs, Table 2.
        (number of people supported by student or student's parents, family income, hours/week employed, time of classes, parents graduated with BA, school prior to SCCC)
    Financial Aid Information, Table 3.
        (no financial aid, NYS TAP, PELL, Federal SEOG, Federal Work Study, Stafford Student Loan)
Goal Commitment and Institutional Commitment Information, Table 4.
Why SCCC?
    Why Student Entered SCCC, Table 5.
    Reasons Student Entered SCCC, Table 6.
        (major reason, minor reason, not a reason)
    Student Rating of SCCC, Table 7.
    Important Issues in Choosing SCCC, Table 8.
    Influential Issues in Choosing SCCC, Table 9.
    Ranking of SCCC, Table 10.
    Sources of Financial Support Used for Education at SCCC, Table 11.
    Situation Prior to Entering SCCC, Table 12.

Suffolk County Community College (SCCC) Entering Student Survey - 1997  
Section 1: Goals of the study.
The goals of this study are to: a) obtain information on students entering SCCC for the first time, b) identify the reasons students choose to enroll at SCCC, c) describe the educational and career goals of entering students, and d) ascertain the role of socio-economic status and financial support in determining educational goals and making academic decisions.

Section 2: Methods.
Measures and Materials. The SCCC Office of Institutional Research designed a survey questionnaire to meet study goals and objectives. The instrument captures general demographic data (i.e., age, sex, ethnicity, marital status, whether or not student is the parent or guardian of minor child/ren, campus of student matriculation - Eastern, Selden, Western), more specific financial support and needs based demographics (i.e., family income, number of people supported by the household, hours of employment, enrollment in day or evening classes, type of schooling prior to present enrollment, and whether or not parents obtained bachelors degrees), and financial aid information. The instrument also assesses student goal commitment and certainty of purpose/choice, student perception of the quality of SCCC, and affinity of attitudes/values with SCCC, as well as the practical value of earning a degree at SCCC, and the potential impact of situational influences on getting a degree. It further evaluates student reasons for choosing SCCC. The majority of this survey instrument was modeled after the American College Testing Program - Student Opinion Survey, a form which has been shown to have both reliability and validity (Valiga, 1990; Mittelholtz & Noble, 1993). The Goal Commitment and Institutional Commitment scales were borrowed from Allen & Nora (1995) and Nora & Cabrera (1993) respectively.
    The complete survey package contained questionnaires, a return envelope, a set of instructions for the teacher to follow in presenting the study and administering the survey, and a letter from the Office of Institutional Research, which teachers read aloud to the students, as per instructions, describing the purpose of the study and inviting students to participate.

Data collection. The study employed a survey methodology in which survey packages were distributed to instructors of daytime Freshmen Seminar (CS15) sections in the Fall 1997 Semester. Instructors read the letter of invitation and instruction to the students, had them fill out the questionnaires, collected the forms, and returned them in the provided envelope.

Response rate. Instructors of 126 daytime CS15 sections (12 Eastern, 78 Selden, 36 Western) received survey packages. Questionnaires were completed by 2412 CS15 students (228 Eastern, 1515 Selden, 669 Western). From among these 2412, the present analysis included only the 1038 questionnaires completed by first-time full-time students.

Sample. A demographic breakdown of the sample indicates that 53% of the respondents were female and 47% were male. The age of the respondents ranged from 16 to 44, with the highest proportion of students at all three campuses belonging to the "18-19" age group (78% over all three campuses). Minority students accounted for 21% of the sample (5% Black, 10% Hispanic/Latino, 2% Asian/Pacific Islander, less than 1% American Indian/Native Alaskan). A small percentage (4%) indicated that their ethnicity was not designated by the options presented in the questionnaire. Unmarried students represent 98% of the sample, and only 3.5% of the sample are parents or guardians to minor children. For further breakdown of basic demographic information see Table 1.
    Needs and support demographics were examined to provide a more comprehensive description of the sample. Family income ranged from less than $15,000 to $65,000 or more annually. Within the sample 73% of families earned $30,000 or more annually (22% earn $30,000 - $44,999, 20% earned $45,000 - $64,000, and 32% earned $65,000 or more). A majority of students' households (student or student's parents) supported fewer than four people (32% support one person, 22% support two people, and 19% support 3 people). Although students in the sample carried full-time class schedules, only 11% were not employed. The largest proportion of students, 57%, worked part-time (21% worked 16-20 hours per week, 22% worked 21-25 hours, 14% worked 26-30 hours). 79% of students in the sample attended classes during the day, less than 1% attended classes exclusively at night. Prior to entering SCCC, 95% completed only high school, 2% attended a vocational or technical school, 2% attended either a two- or four-year college, and the remaining 1% reported other schooling. Two-thirds of students in the sample (66%) reported that their parents have bachelors degrees. Table 2 displays a further breakdown of needs and support financial information.
    Table 3 addresses the use of specific financial aid sources. New York State TAP offers assistance to the largest proportion of students (30%). PELL Grants assist 14% of students. Federal SEOG and Federal Work Study ease the financial pressure of schooling expenses for fewer students (5% and 2%, respectively). Stafford Student Loans help provide for the education of 8% of students in this sample.

Section 3: Results.

Table 1. SCCC Entering Student Survey - 1997 First-time Full-time Students - Basic Demographic Information 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
Age Group (n=1037) Under 18 11.5%  12.7%  10.3%  12.1% 
18-19 78.2%  79.2%  74.1%  78.0% 
20-22 5.7%  4.5%  7.6%  5.3% 
23-24 1.1%  1.4%  1.8%  1.4% 
25-34 3.4%  2.1%  4.5%  2.7% 
35-44   .1%  1.8%  .5% 
Sex (n=1038) Male 47.1%  47.7%  37.8%  45.5% 
Female 52.9%  52.3%  62.2%  54.5% 
Ethnicity (n=1038) White/Non Hispanic 84.7%  83.0%  64.1%  79.0% 
Black/Non Hispanic 7.1%  2.9%  11.2%  5.1% 
Hispanic/Latino 4.7%  7.5%  18.8%  9.8% 
Asian/Pacific Islander   2.1%  .9%  1.7% 
American Indian/Native Alaskan   .7%  .4%  .6% 
Not Listed Above 3.5%  3.8%  4.5%  3.9% 
Marital Status (n=1038) Unmarried (single, divorced, widowed) 97.6%  98.1%  97.7%  98.0% 
Married   1.9%  1.8%  1.7% 
Separated 2.4%    .5%  .3% 
Have Children 18 or Younger (n=1038) Yes 3.5%  2.4%  9.4%  4.0% 
No 96.5%  97.6%  90.6%  96.0% 

Table 2. SCCC Entering Student Survey - 1997 First-time Full-time Students - Demographic Information - Financial Support & Needs 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
People Supported by Student or Student's Parents (n=988) One 43.8%  30.3%  32.2%  31.8% 
Two 20.0%  21.3%  26.2%  22.3% 
Three 15.0%  19.6%  20.6%  19.4% 
Four 15.0%  12.8%  10.7%  12.6% 
Five 2.5%  9.7%  7.9%  8.7% 
Six   4.2%  1.4%  3.2% 
Seven 1.3%  1.3%  .5%  1.1% 
Eight 1.3%  .4%    .4% 
Nine   .1%  .5%  .2% 
Ten or More 1.3%  .3%    .3% 
Family Income (n=1038) $0,000 to $14,999 11.3%  7.8%  24.7%  11.8% 
$15,000 to $29,999 13.2%  16.3%  13.6%  15.5% 
$30,000 to $44,999 20.8%  21.6%  22.1%  21.7% 
$45,000 to $64,999 22.6%  21.0%  13.6%  19.5% 
$65,000 or More 32.1%  33.2%  26.0%  31.5% 
Hours/Week Employed This Semester (n=1038) None 11.9%  8.8%  17.7%  10.9% 
1 to 10 9.5%  5.0%  4.1%  5.2% 
11 to 15 4.8%  8.9%  9.5%  8.7% 
16 to 20 21.4%  21.7%  16.4%  20.5% 
21 to 25 20.2%  22.9%  18.6%  21.8% 
26 to 30 13.1%  14.3%  14.5%  14.3% 
31 to 35 8.3%  8.5%  8.2%  8.4% 
36 to 40 7.1%  7.0%  6.8%  6.9% 
More than 40 Hours 3.6%  2.9%  4.1%  3.2% 
Time Attending Classes (n=1038) Days 73.3%  79.4%  79.9%  79.0% 
Evenings   .6%  1.3%  .7% 
Both Days and Evenings 26.7%  20.0%  18.8%  20.3% 
Parents Graduated with BA (n=1038) Yes 34.1%  35.4%  28.0%  33.7% 
No 65.9%  64.6%  72.0%  66.3% 
School Prior to SCCC (n=1038) High School 95.2%  96.8%  89.9%  95.1% 
Vocational Technical School 1.2%  1.3%  4.1%  1.9% 
Two-year College 1.2%  .4%  .9%  .6% 
Four-year College or University 1.2%  .8%  1.4%  1.0% 
Other 1.2%  .7%  3.7%  1.4% 

Table 3. SCCC Entering Student Survey - 1997 First-time Full-time Students - Financial Aid Information 
  Fall 97 Campus SCCC Total
East Selden West  
Col % Col % Col % Col %
No Financial Aid (n=1038) No 44.8%  48.9%  51.6%  49.1% 
Yes 55.2%  51.1%  48.4%  50.9% 
NYS TAP (n=1038) No 72.4%  70.2%  68.4%  70.0% 
Yes 27.6%  29.8%  31.6%  30.0% 
PELL (n=1038) No 83.9%  89.1%  76.4%  85.9% 
Yes 16.1%  10.9%  23.6%  14.1% 
Federal SEOG (n=1038) No 96.6%  95.2%  94.2%  95.1% 
Yes 3.4%  4.8%  5.8%  4.9% 
Federal Work Study (n=1038) No 98.9%  98.1%  97.8%  98.1% 
Yes 1.1%  1.9%  2.2%  1.9% 
Stafford Student Loan (n=1038) No 93.1%  91.7%  94.7%  92.5% 
Yes 6.9%  8.3%  5.3%  7.5% 

Table 4. SCCC Entering Student Survey - 1997 First-time Full-time Students - Goal Commitment & Institutional Commitment Information 
  Fall 97 Campus SCCC Total
East Selden West  
Col % Col % Col % Col %
It is important for me to get a college degree. (n=1034) Strongly Agree 83.7%  84.5%  87.1%  85.0% 
Agree 12.8%  12.4%  10.2%  12.0% 
Neutral 2.3%  1.9%  1.3%  1.8% 
Disagree   .3%  .4%  .3% 
Strongly Disagree 1.2%  .8%  .9%  .9% 
It is important for me to finish my program of study. (n=1031) Strongly Agree 66.3%  69.5%  73.7%  70.1% 
Agree 26.7%  23.0%  19.2%  22.5% 
Neutral 3.5%  6.0%  4.5%  5.4% 
Disagree 2.3%  .6%  1.8%  1.0% 
Strongly Disagree 1.2%  1.0%  .9%  1.0% 
I am strongly committed to achieving a college degree. (n=1033) Strongly Agree 69.8%  68.0%  70.1%  68.6% 
Agree 24.4%  25.3%  23.7%  24.9% 
Neutral 3.5%  5.7%  4.0%  5.1% 
Disagree 1.2%  .4%  .9%  .6% 
Strongly Disagree 1.2%  .6%  1.3%  .8% 
I think getting a college degree is a good goal. (n=1034) Strongly Agree 83.7%  77.6%  79.1%  78.4% 
Agree 14.0%  18.5%  15.6%  17.5% 
Neutral 1.2%  3.0%  3.6%  3.0% 
Disagree   .1%  .4%  .2% 
Strongly Disagree 1.2%  .7%  1.3%  .9% 
When I commit to a goal I achieve it. (n=1031) Strongly Agree 37.2%  27.3%  29.9%  28.7% 
Agree 36.0%  41.6%  41.5%  41.1% 
Neutral 22.1%  27.2%  25.4%  26.4% 
Disagree 3.5%  2.6%  3.1%  2.8% 
Strongly Disagree 1.2%  1.2%    1.0% 
I set goals for myself and achieve them. (n=1031) Strongly Agree 39.5%  29.3%  32.1%  30.7% 
Agree 34.9%  42.7%  40.6%  41.6% 
Neutral 22.1%  25.5%  24.1%  24.9% 
Disagree 2.3%  2.1%  2.7%  2.2% 
Strongly Disagree 1.2%  .4%  .4%  .5% 
I am certain of what I want to major in. (n=1030) Strongly Agree 46.5%  33.3%  39.0%  35.6% 
Agree 23.3%  20.2%  19.3%  20.3% 
Neutral 15.1%  23.4%  21.5%  22.3% 
Disagree 8.1%  13.6%  11.2%  12.6% 
Strongly Disagree 7.0%  9.4%  9.0%  9.1% 
I am certain of my career plans. (n=1028) Strongly Agree 33.7%  26.8%  33.2%  28.8% 
Agree 27.9%  21.3%  26.0%  22.9% 
Neutral 22.1%  28.9%  23.3%  27.1% 
Disagree 7.0%  13.9%  9.9%  12.5% 
Strongly Disagree 9.3%  9.0%  7.6%  8.8% 
My close friends rate this institution as a quality institution. (n=1032) Strongly Agree 10.5%  5.1%  8.4%  6.3% 
Agree 18.6%  26.8%  28.0%  26.4% 
Neutral 43.0%  45.5%  49.8%  46.2% 
Disagree 18.6%  14.7%  9.3%  13.9% 
Strongly Disagree 9.3%  7.9%  4.4%  7.3% 
I am satisfied with the prestige of this institution. (n=1029) Strongly Agree 18.6%  12.3%  15.1%  13.4% 
Agree 38.4%  44.0%  48.9%  44.6% 
Neutral 36.0%  35.8%  32.0%  35.0% 
Disagree 7.0%  5.6%  3.6%  5.2% 
Strongly Disagree   2.4%  .4%  1.7% 
I am confident that I have made the right choice in attending this institution. (n=1033) Strongly Agree 34.9%  39.6%  42.7%  39.9% 
Agree 36.0%  38.0%  41.8%  38.6% 
Neutral 23.3%  19.5%  12.0%  18.2% 
Disagree 4.7%  1.9%  2.7%  2.3% 
Strongly Disagree 1.2%  1.0%  .9%  1.0% 
I am certain that this institution is the right choice for me. (n=1033) Strongly Agree 24.4%  27.8%  37.1%  29.5% 
Agree 37.2%  37.5%  40.6%  38.1% 
Neutral 29.1%  28.5%  16.1%  25.8% 
Disagree 4.7%  4.0%  4.9%  4.3% 
Strongly Disagree 4.7%  2.2%  1.3%  2.2% 
My education at this institution will help me get into a prestigious four-year college/university. (n=1024) Strongly Agree 43.0%  45.9%  42.6%  44.9% 
Agree 37.2%  34.1%  35.0%  34.6% 
Neutral 16.3%  16.6%  17.9%  16.9% 
Disagree 1.2%  2.1%  2.2%  2.1% 
Strongly Disagree 2.3%  1.3%  2.2%  1.6% 
My education at this institution will help me secure future employment. (n=1026) Strongly Agree 44.7%  32.2%  35.4%  33.9% 
Agree 30.6%  37.2%  37.2%  36.6% 
Neutral 18.8%  24.1%  20.2%  22.8% 
Disagree 3.5%  5.2%  5.4%  5.1% 
Strongly Disagree 2.4%  1.4%  1.8%  1.6% 
It would not take much for me to abandon my college degree program. (n=1029) Strongly Agree 2.3%  4.7%  4.5%  4.5% 
Agree 10.5%  6.0%  11.6%  7.6% 
Neutral 9.3%  12.0%  12.1%  11.8% 
Disagree 15.1%  25.5%  23.2%  24.1% 
Strongly Disagree 62.8%  51.9%  48.7%  52.1% 
Depending on how things go, it is quite likely that I may have to revise my goal of getting a college degree. (n=1016) Strongly Agree 7.0%  8.2%  5.0%  7.4% 
Agree 10.5%  14.2%  14.0%  13.9% 
Neutral 22.1%  29.5%  31.7%  29.3% 
Disagree 24.4%  24.1%  27.1%  24.8% 
Strongly Disagree 36.0%  24.0%  22.2%  24.6% 
Most students at this institution have values and attitudes similar to my own. (n=1030) Strongly Agree 16.3%  9.3%  11.2%  10.3% 
Agree 33.7%  28.0%  26.9%  28.3% 
Neutral 43.0%  45.9%  46.2%  45.7% 
Disagree 2.3%  12.1%  11.7%  11.2% 
Strongly Disagree 4.7%  4.7%  4.0%  4.6% 
Most faculty, advisors, and administrators at this college have values and attitudes similar to my own. (n=1030) Strongly Agree 19.8%  13.0%  17.0%  14.5% 
Agree 30.2%  30.9%  31.4%  31.0% 
Neutral 41.9%  44.1%  40.8%  43.2% 
Disagree 3.5%  8.9%  5.8%  7.8% 
Strongly Disagree 4.7%  3.1%  4.9%  3.6% 
I feel I belong at this institution. (n=1031) Strongly Agree 21.2%  18.3%  23.1%  19.6% 
Agree 29.4%  34.4%  37.3%  34.6% 
Neutral 37.6%  38.1%  28.0%  35.9% 
Disagree 5.9%  6.0%  7.1%  6.2% 
Strongly Disagree 5.9%  3.2%  4.4%  3.7% 
It is very important for me to graduate from this institution as opposed to some other school. (n=1026) Strongly Agree 16.5%  12.3%  15.6%  13.4% 
Agree 17.6%  22.2%  26.3%  22.7% 
Neutral 49.4%  45.9%  36.6%  44.2% 
Disagree 8.2%  13.4%  16.1%  13.5% 
Strongly Disagree 8.2%  6.3%  5.4%  6.2% 

Table 5. SCCC Entering Student Survey - 1997 First-time Full-time Students - Why Student Entered SCCC 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
Why Student Entered SCCC (n=1030) Uncertain/No Purpose 4.7%  7.6%  9.4%  7.8% 
To Take a Few Job Related Courses 1.2%  .8%  .9%  .9% 
To Take a Few Self-Improvement Courses 2.4%  2.5%  5.4%  3.1% 
To Take Courses & Transfer Prior to Degree 27.1%  32.7%  25.1%  30.6% 
To Obtain/Maintain License or Certification   .4%    .3% 
To Complete 1 Year Certificate Program 1.2%  1.1%  1.3%  1.2% 
To Complete Associate's Degree 21.2%  11.2%  11.7%  12.1% 
To Complete Associate's & Transfer for Bachelor's 42.4%  43.6%  46.2%  44.1% 

Table 6. SCCC Entering Student Survey - 1997 First-time Full-time Students - Reasons Student Entered SCCC 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
To Meet Educational Requirements of Occupation (n=1029) Major Reason 66.3%  54.2%  59.2%  56.3% 
Minor Reason 18.6%  27.2%  22.9%  25.6% 
Not a Reason 15.1%  18.6%  17.9%  18.2% 
To Become Better Educated Person (n=1032) Major Reason 73.3%  68.6%  76.3%  70.6% 
Minor Reason 18.6%  28.8%  20.1%  26.1% 
Not a Reason 8.1%  2.6%  3.6%  3.3% 
To Increase Earning Power (n=1031) Major Reason 68.2%  64.5%  61.2%  64.1% 
Minor Reason 22.4%  25.5%  27.7%  25.7% 
Not a Reason 9.4%  10.0%  11.2%  10.2% 
To Qualify for Higher-Level/Different Occupation (n=1026) Major Reason 62.4%  61.6%  61.4%  61.6% 
Minor Reason 17.6%  23.4%  20.6%  22.3% 
Not a Reason 20.0%  15.0%  17.9%  16.1% 
To Develop Independence From Parents (n=1032) Major Reason 34.9%  32.4%  34.4%  33.0% 
Minor Reason 19.8%  27.6%  29.5%  27.3% 
Not a Reason 45.3%  40.0%  36.2%  39.6% 
To Be With Friends at This College (n=1032) Major Reason 11.6%  10.9%  4.9%  9.7% 
Minor Reason 16.3%  31.3%  21.0%  27.8% 
Not a Reason 72.1%  57.8%  74.1%  62.5% 
To Develop Intellectual Abilities (n=1029) Major Reason 64.0%  56.3%  63.4%  58.5% 
Minor Reason 27.9%  36.2%  29.9%  34.1% 
Not a Reason 8.1%  7.5%  6.7%  7.4% 
To Study New/Different Subjects (n=1029) Major Reason 47.7%  45.8%  45.1%  45.8% 
Minor Reason 37.2%  39.8%  41.1%  39.8% 
Not a Reason 15.1%  14.5%  13.8%  14.4% 
To Develop Personal Maturity (n=1029) Major Reason 40.7%  40.6%  46.9%  42.0% 
Minor Reason 31.4%  36.2%  33.9%  35.3% 
Not a Reason 27.9%  23.2%  19.2%  22.7% 
To Meet New/Interesting People (n=1028) Major Reason 32.6%  33.4%  29.0%  32.4% 
Minor Reason 36.0%  38.9%  38.4%  38.5% 
Not a Reason 31.4%  27.7%  32.6%  29.1% 
To Become More Cultured Person (n=1029) Major Reason 26.7%  27.6%  22.9%  26.5% 
Minor Reason 40.7%  37.1%  39.0%  37.8% 
Not a Reason 32.6%  35.3%  38.1%  35.7% 
To Find Spouse/Significant Other (n=1031) Major Reason 8.1%  6.0%  2.7%  5.4% 
Minor Reason 8.1%  14.6%  14.3%  14.0% 
Not a Reason 83.7%  79.5%  83.0%  80.6% 
To Develop/Use Athletic Skills (n=1031) Major Reason 8.1%  8.2%  7.6%  8.1% 
Minor Reason 17.4%  19.6%  12.9%  17.9% 
Not a Reason 74.4%  72.3%  79.5%  74.0% 
To Take Part in Social Life at College (n=1029) Major Reason 9.3%  11.8%  9.8%  11.2% 
Minor Reason 37.2%  38.8%  29.9%  36.7% 
Not a Reason 53.5%  49.4%  60.3%  52.1% 
Parents/Relatives Wanted Me To (n=1029) Major Reason 24.7%  30.1%  24.1%  28.4% 
Minor Reason 34.1%  36.0%  37.1%  36.1% 
Not a Reason 41.2%  33.9%  38.8%  35.6% 
High School Teachers'/Counselors' Suggestion (n=1030) Major Reason 26.7%  21.8%  17.4%  21.3% 
Minor Reason 25.6%  36.4%  34.4%  35.0% 
Not a Reason 47.7%  41.8%  48.2%  43.7% 
Nothing Better To Do (n=1029) Major Reason 10.5%  7.2%  5.8%  7.2% 
Minor Reason 11.6%  12.5%  8.5%  11.6% 
Not a Reason 77.9%  80.3%  85.7%  81.2% 

 

Table 7. SCCC Entering Student Survey - 1997 First-time Full-time Students - Student Rating of SCCC 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
Academic Qualifications of Students (n=1023) Excellent 14.0%  9.8%  13.6%  10.9% 
Very Good 24.4%  29.8%  30.0%  29.4% 
Good 51.2%  42.8%  43.6%  43.7% 
Fair 5.8%  13.7%  10.0%  12.2% 
Poor 4.7%  3.9%  2.7%  3.7% 
Academic Reputation (n=1025) Excellent 17.4%  12.7%  14.5%  13.5% 
Very Good 24.4%  29.1%  31.4%  29.2% 
Good 47.7%  39.5%  43.2%  41.0% 
Fair 8.1%  15.0%  9.5%  13.3% 
Poor 2.3%  3.8%  1.4%  3.1% 
Prestige (n=1019) Excellent 10.6%  7.0%  12.7%  8.5% 
Very Good 22.4%  23.5%  23.6%  23.5% 
Good 50.6%  45.8%  49.5%  47.0% 
Fair 14.1%  17.2%  13.6%  16.2% 
Poor 2.4%  6.4%  .5%  4.8% 
Value (Cost/Benefit) (n=1018) Excellent 31.4%  34.8%  35.9%  34.8% 
Very Good 34.9%  29.2%  28.2%  29.5% 
Good 27.9%  28.5%  28.6%  28.5% 
Fair 5.8%  6.3%  7.3%  6.5% 
Poor   1.1%    .8% 
Size of Classes (n=1026) Excellent 31.4%  33.9%  29.4%  32.7% 
Very Good 33.7%  31.7%  34.4%  32.5% 
Good 26.7%  24.2%  29.4%  25.5% 
Fair 7.0%  7.5%  5.4%  7.0% 
Poor 1.2%  2.6%  1.4%  2.2% 
Size of Enrollment (n=1022) Excellent 16.3%  20.1%  23.2%  20.5% 
Very Good 37.2%  32.7%  30.5%  32.6% 
Good 39.5%  37.7%  40.5%  38.5% 
Fair 5.8%  7.4%  4.5%  6.7% 
Poor 1.2%  2.1%  1.4%  1.9% 
Student Diversity (n=1021) Excellent 20.9%  19.6%  35.3%  23.1% 
Very Good 23.3%  30.8%  28.5%  29.7% 
Good 39.5%  38.1%  30.3%  36.5% 
Fair 11.6%  8.4%  4.5%  7.8% 
Poor 4.7%  3.1%  1.4%  2.8% 
Social Opportunities (n=1018) Excellent 10.6%  15.8%  17.4%  15.7% 
Very Good 27.1%  32.3%  28.4%  31.0% 
Good 40.0%  36.9%  39.9%  37.8% 
Fair 18.8%  12.2%  11.5%  12.6% 
Poor 3.5%  2.8%  2.8%  2.8% 
Out-of-class Enrichment Opportunities (n=1017) Excellent 16.5%  14.3%  15.5%  14.7% 
Very Good 30.6%  24.4%  26.5%  25.4% 
Good 38.8%  41.5%  41.1%  41.2% 
Fair 9.4%  15.7%  13.2%  14.7% 
Poor 4.7%  4.1%  3.7%  4.0% 
Attractiveness of Campus (n=1024) Excellent 23.3%  13.1%  16.8%  14.7% 
Very Good 17.4%  26.7%  28.6%  26.4% 
Good 39.5%  38.7%  35.0%  38.0% 
Fair 14.0%  16.3%  16.4%  16.1% 
Poor 5.8%  5.2%  3.2%  4.8% 
Friendly Campus Community (n=1022) Excellent 30.2%  16.1%  21.4%  18.4% 
Very Good 20.9%  28.6%  30.0%  28.3% 
Good 33.7%  39.2%  38.6%  38.6% 
Fair 12.8%  11.6%  9.5%  11.3% 
Poor 2.3%  4.5%  .5%  3.4% 
Quality of Academic Programs (n=1019) Excellent 19.8%  17.6%  18.7%  18.1% 
Very Good 36.0%  38.7%  37.0%  38.1% 
Good 39.5%  36.0%  41.6%  37.5% 
Fair 3.5%  6.3%  2.3%  5.2% 
Poor 1.2%  1.4%  .5%  1.2% 
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Table 8. SCCC Entering Student Survey - 1997 First-time Full-time Students - Important Issues in Choosing SCCC 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
Small Class Size (n=1026) Very Important 23.3%  32.9%  34.7%  32.5% 
Moderately Important 41.9%  35.8%  34.7%  36.1% 
Slightly Important 22.1%  17.8%  17.6%  18.1% 
Not Important 12.8%  13.5%  13.1%  13.4% 
Racial/Ethnic Make-up of Student Body (n=1025) Very Important 9.3%  6.5%  8.1%  7.1% 
Moderately Important 9.3%  16.2%  21.7%  16.8% 
Slightly Important 22.1%  22.6%  23.5%  22.7% 
Not Important 59.3%  54.7%  46.6%  53.4% 
Extracurricular Activities (n=1024) Very Important 12.8%  11.2%  11.3%  11.3% 
Moderately Important 19.8%  21.6%  23.4%  21.9% 
Slightly Important 23.3%  27.5%  23.4%  26.3% 
Not Important 44.2%  39.7%  41.9%  40.5% 
Convenient Location (n=1022) Very Important 52.3%  48.3%  56.6%  50.4% 
Moderately Important 32.6%  31.7%  32.4%  31.9% 
Slightly Important 9.3%  12.3%  8.2%  11.2% 
Not Important 5.8%  7.8%  2.7%  6.6% 
Offered Courses/Programs I Wanted (n=1022) Very Important 53.5%  45.2%  49.8%  46.9% 
Moderately Important 29.1%  30.2%  31.2%  30.3% 
Slightly Important 11.6%  16.8%  12.7%  15.5% 
Not Important 5.8%  7.8%  6.3%  7.3% 
Low Cost of Attending (n=1023) Very Important 69.8%  64.5%  63.9%  64.8% 
Moderately Important 11.6%  24.9%  22.4%  23.3% 
Slightly Important 15.1%  6.1%  6.8%  7.0% 
Not Important 3.5%  4.5%  6.8%  4.9% 
Could Work While Attending (n=1023) Very Important 62.8%  59.3%  54.5%  58.6% 
Moderately Important 29.1%  24.7%  25.9%  25.3% 
Slightly Important 4.7%  10.5%  9.5%  9.8% 
Not Important 3.5%  5.6%  10.0%  6.4% 
Good Academic/Vocational Reputation (n=1022) Very Important 17.4%  21.4%  23.6%  21.5% 
Moderately Important 39.5%  42.3%  43.6%  42.4% 
Slightly Important 32.6%  24.9%  25.9%  25.7% 
Not Important 10.5%  11.5%  6.8%  10.4% 
Liked Social Atmosphere (n=1023) Very Important 14.0%  12.1%  16.8%  13.3% 
Moderately Important 29.1%  33.1%  26.8%  31.4% 
Slightly Important 30.2%  32.4%  30.0%  31.7% 
Not Important 26.7%  22.5%  26.4%  23.7% 
Liked Size of College (n=1022) Very Important 18.6%  21.2%  25.9%  22.0% 
Moderately Important 38.4%  34.5%  35.5%  35.0% 
Slightly Important 24.4%  26.4%  22.7%  25.4% 
Not Important 18.6%  17.9%  15.9%  17.5% 
Good Chance of Personal Success (n=1022) Very Important 39.5%  37.0%  47.0%  39.3% 
Moderately Important 33.7%  38.9%  34.7%  37.6% 
Slightly Important 17.4%  15.8%  11.4%  15.0% 
Not Important 9.3%  8.4%  6.8%  8.1% 
Financial Aid/Scholarships Available (n=1021) Very Important 28.2%  33.8%  41.3%  35.0% 
Moderately Important 24.7%  23.8%  25.2%  24.2% 
Slightly Important 17.6%  19.4%  16.5%  18.6% 
Not Important 29.4%  23.0%  17.0%  22.2% 
Advice of Family (n=1019) Very Important 16.7%  22.7%  19.3%  21.5% 
Moderately Important 25.0%  33.2%  33.0%  32.5% 
Slightly Important 21.4%  22.7%  24.8%  23.1% 
Not Important 36.9%  21.3%  22.9%  23.0% 
Advice of High School Personnel (n=1021) Very Important 11.9%  14.6%  12.8%  14.0% 
Moderately Important 20.2%  24.8%  25.6%  24.6% 
Slightly Important 25.0%  29.9%  27.4%  29.0% 
Not Important 42.9%  30.6%  34.2%  32.4% 
Wanted to be with Friends (n=1020) Very Important 6.0%  9.1%  5.5%  8.0% 
Moderately Important 6.0%  16.7%  8.7%  14.1% 
Slightly Important 14.3%  24.1%  22.4%  22.9% 
Not Important 73.8%  50.1%  63.5%  54.9% 

Table 9. SCCC Entering Student Survey - 1997 First-time Full-time Students - Influential Issues in Choosing SCCC 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
Friends at SCCC (n=1020) Very Influential 12.9%  10.6%  4.6%  9.5% 
Moderately Influential 9.4%  20.0%  17.4%  18.5% 
Slightly Influential 16.5%  27.4%  24.2%  25.8% 
Not at All Influential 61.2%  42.0%  53.9%  46.2% 
High School Teachers (n=1021) Very Influential 9.4%  7.8%  6.4%  7.6% 
Moderately Influential 18.8%  23.3%  18.7%  21.9% 
Slightly Influential 25.9%  29.3%  25.1%  28.1% 
Not at all Influential 45.9%  39.6%  49.8%  42.3% 
High School Counselors (n=1020) Very Influential 11.9%  10.2%  6.4%  9.5% 
Moderately Influential 20.2%  22.0%  16.9%  20.8% 
Slightly Influential 17.9%  29.3%  29.7%  28.4% 
Not at all Influential 50.0%  38.5%  47.0%  41.3% 
High School Administrators (n=1019) Very Influential 4.7%  6.9%  3.7%  6.0% 
Moderately Influential 15.3%  13.8%  13.7%  13.9% 
Slightly Influential 12.9%  22.7%  19.2%  21.1% 
Not at all Influential 67.1%  56.6%  63.5%  59.0% 
Parents, Spouse, or Relatives (n=1018) Very Influential 36.5%  30.5%  24.7%  29.8% 
Moderately Influential 22.4%  32.2%  33.8%  31.7% 
Slightly Influential 18.8%  23.5%  19.6%  22.3% 
Not at all Influential 22.4%  13.7%  21.9%  16.2% 
High School Classmates (n=1019) Very Influential 7.1%  9.1%  3.2%  7.7% 
Moderately Influential 9.5%  25.7%  17.9%  22.7% 
Slightly Influential 33.3%  25.5%  27.1%  26.5% 
Not at all Influential 50.0%  39.7%  51.8%  43.2% 
College Publications (n=1020) Very Influential 8.2%  6.7%  7.8%  7.1% 
Moderately Influential 20.0%  22.1%  22.8%  22.1% 
Slightly Influential 23.5%  28.9%  32.0%  29.1% 
Not at all Influential 48.2%  42.3%  37.4%  41.8% 
Alumni of SCCC (n=1019) Very Influential 7.1%  7.4%  6.4%  7.2% 
Moderately Influential 15.5%  14.2%  14.6%  14.4% 
Slightly Influential 15.5%  21.9%  20.1%  21.0% 
Not at all Influential 61.9%  56.4%  58.9%  57.4% 
Campus Visit (n=1016) Very Influential 5.9%  7.1%  7.9%  7.2% 
Moderately Influential 18.8%  17.6%  25.9%  19.5% 
Slightly Influential 22.4%  25.0%  19.0%  23.5% 
Not at all Influential 52.9%  50.2%  47.2%  49.8% 
College Representative's Visit to High School (n=1019) Very Influential 2.4%  5.0%  4.1%  4.6% 
Moderately Influential 9.6%  11.7%  11.5%  11.5% 
Slightly Influential 18.1%  18.7%  17.0%  18.3% 
Not at all Influential 69.9%  64.6%  67.4%  65.7% 
Radio Announcements (n=1019) Very Influential 2.4%  2.6%  1.4%  2.4% 
Moderately Influential 3.6%  7.9%  3.7%  6.7% 
Slightly Influential 11.9%  16.4%  13.8%  15.5% 
Not at all Influential 82.1%  73.0%  81.1%  75.5% 
Newspaper or Magazine Articles (n=1019) Very Influential 2.4%  3.3%  1.4%  2.8% 
Moderately Influential 4.7%  7.9%  7.8%  7.7% 
Slightly Influential 20.0%  17.6%  14.7%  17.2% 
Not at all Influential 72.9%  71.1%  76.0%  72.3% 
Phone Call From College Representative (n=1019) Very Influential 2.4%  2.4%  2.8%  2.5% 
Moderately Influential 7.1%  7.0%  6.9%  7.0% 
Slightly Influential 14.3%  17.8%  16.1%  17.2% 
Not at all Influential 76.2%  72.8%  74.2%  73.4% 
Scholarship (n=1018) Very Influential 7.1%  9.1%  9.2%  8.9% 
Moderately Influential 4.7%  9.5%  7.8%  8.7% 
Slightly Influential 11.8%  15.1%  11.1%  13.9% 
Not at all Influential 76.5%  66.3%  71.9%  68.4% 
Honors College Invitation (n=1016) Very Influential 2.4%  4.1%  2.8%  3.6% 
Moderately Influential 4.8%  9.4%  4.2%  7.9% 
Slightly Influential 8.3%  13.7%  14.8%  13.5% 
Not at all Influential 84.5%  72.9%  78.2%  75.0% 
Campus Tour (n=1019) Very Influential 3.5%  4.3%  4.6%  4.3% 
Moderately Influential 8.2%  13.5%  16.1%  13.6% 
Slightly Influential 16.5%  19.5%  20.7%  19.5% 
Not at all Influential 71.8%  62.6%  58.5%  62.5% 
College Video (n=1016) Very Influential 1.2%  3.4%  1.9%  2.9% 
Moderately Influential 3.5%  7.0%  4.6%  6.2% 
Slightly Influential 14.1%  14.0%  16.2%  14.5% 
Not at all Influential 81.2%  75.7%  77.3%  76.5% 
Financial Aid Package (n=1017) Very Influential 10.6%  16.9%  17.5%  16.5% 
Moderately Influential 15.3%  16.2%  18.0%  16.5% 
Slightly Influential 16.5%  16.4%  16.1%  16.3% 
Not at all Influential 57.6%  50.5%  48.4%  50.6% 
Open House (n=1014) Very Influential 6.0%  6.7%  7.8%  6.9% 
Moderately Influential 13.1%  15.3%  20.7%  16.3% 
Slightly Influential 9.5%  16.7%  13.8%  15.5% 
Not at all Influential 71.4%  61.3%  57.6%  61.3% 
Information Seminar (n=1016) Very Influential 6.0%  7.6%  8.8%  7.7% 
Moderately Influential 9.5%  15.8%  15.2%  15.2% 
Slightly Influential 13.1%  17.9%  18.0%  17.5% 
Not at all Influential 71.4%  58.7%  58.1%  59.6% 
College Homepage on Internet (n=1018) Very Influential 2.4%  3.5%  3.2%  3.3% 
Moderately Influential 8.3%  7.9%  7.8%  8.0% 
Slightly Influential 10.7%  12.4%  10.1%  11.8% 
Not at all Influential 78.6%  76.2%  78.8%  76.9% 

Table 10. SCCC Entering Student Survey - 1997 First-time Full-time Students - Ranking of SCCC 
  Fall 97 Campus SCCC Total
East Selden West  
Col % Col % Col % Col %
Ranking of SCCC at time of Application for Admission (n=1015) It was my first choice. 58.8%  54.8%  49.1%  53.9% 
It was my second choice 20.0%  21.8%  25.5%  22.5% 
It was my third choice 7.1%  9.7%  14.4%  10.4% 
It was my fourth choice or lower 14.1%  13.7%  11.1%  13.2% 

 

Table 11. SCCC Entering Student Survey - 1997 First-time Full-time Students - Sources of Financial Support for Education at SCCC 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
Personal Earnings (n=1004) Major Source 38.6%  29.1%  32.9%  30.7% 
Minor Source 26.5%  32.3%  26.9%  30.7% 
Not a Source 34.9%  38.6%  40.3%  38.6% 
Personal Savings (n=1000) Major Source 28.0%  27.6%  30.2%  28.2% 
Minor Source 28.0%  28.3%  24.7%  27.5% 
Not a Source 43.9%  44.1%  45.1%  44.3% 
Parents or Relatives (n=1000) Major Source 50.0%  61.7%  54.4%  59.2% 
Minor Source 20.7%  17.6%  21.4%  18.7% 
Not a Source 29.3%  20.6%  24.2%  22.1% 
Spouse (n=990) Major Source 1.3%  3.6%  2.8%  3.2% 
Minor Source 1.3%  3.6%  3.8%  3.4% 
Not a Source 97.5%  92.8%  93.4%  93.3% 
Veterans Benefits (n=995) Major Source 2.5%  1.9%  1.4%  1.8% 
Minor Source 1.3%  5.3%  3.7%  4.6% 
Not a Source 96.3%  92.9%  94.9%  93.6% 
Social Security Benefits (n=996) Major Source 1.3%  2.6%  3.7%  2.7% 
Minor Source 2.5%  7.1%  6.0%  6.5% 
Not a Source 96.3%  90.3%  90.2%  90.8% 
Student Loans/Bank Loans (n=997) Major Source 12.3%  18.8%  18.2%  18.2% 
Minor Source 4.9%  11.1%  11.7%  10.7% 
Not a Source 82.7%  70.1%  70.1%  71.1% 
Scholarships (n=996) Major Source 6.2%  9.3%  7.9%  8.7% 
Minor Source 11.1%  10.1%  8.9%  9.9% 
Not a Source 82.7%  80.6%  83.2%  81.3% 
State/Federal Financial Aid (n=998) Major Source 32.5%  31.0%  33.5%  31.7% 
Minor Source 4.8%  15.4%  14.0%  14.2% 
Not a Source 62.7%  53.6%  52.6%  54.1% 
Employer Reimbursement (n=992) Major Source   3.9%  .9%  2.9% 
Minor Source 2.5%  6.9%  7.9%  6.8% 
Not a Source 97.5%  89.2%  91.2%  90.3% 

Table 12. SCCC Entering Student Survey - 1997 First-time Full-time Students - Situation Prior to Entering SCCC 
  Fall 97 Campus SCCC Total
Eastern Campus Selden Campus Western Campus  
Col % Col % Col % Col %
Entered SCCC (n=1038) Directly from high school 82.1%  83.7%  75.3%  81.8% 
Transferred from another two-year college 2.4%  1.0%    .9% 
Transferred from a four-year college or university   1.3%  3.3%  1.6% 
After completing military service   .7%  1.4%  .8% 
1 or more years post-H.S. - Primarily working full-time 14.3%  11.7%  14.4%  12.5% 
1 or more years post-H.S. - Primarily raising a family 1.2%  1.7%  5.6%  2.5%