and staff could lose their jobs causing some disruption in our city's public employees as well. and the displacement of current workers within the city's system is a potential negative impact as well. with that i would like to acknowledge that special trustee, robert grel a couldn't be here. we'll make sure we are in close communication with him and he's in connection with city colleges and i look forward to meeting with him over the next month and i want to thank the current college board of trustees and especially the coalition that's come together from the community from young people and others from the safe

city colleges and lisa who is here with us and a couple of richmond residents that have attested and labor leader henry kelly and richard rothman as well. with that i would like to hang hand it over to campbell, the main author of the study. >> can we have the powerpoint displayed? >> good afternoon, chair ferrel, supervisor mar, supervisor avalos, campbell, from the legislative office. we were asked to evaluate the impact of the fiscal close of the san francisco city college and have a report on that. the scope of the project was to

really look at the impact that the potential closure on faculty and students and look at the things like the ged and esl program and training and certificate programs. thises not an evaluation of the alternative. we did not look at what it would be if the city college reduced it's programs or merged with another institution and the possible impact on city college at this time . our data source to look at this was the california community college data base and the department of labor and census bureau data and limited survey of other public and private colleges in the bay area. our evaluation is very specific as to try to estimate some direct cost and impact. it's not an impact analysis to ensure economic growth of the city or job growth. so in terms

of a profile of city college students a. a. this is based on the last 2014 there were nearly 80,000 students. some of this is repeated after what supervisor mar has already said. the largest categories of students are the 20-24 age group and 50 and older age group. in terms of credit and non-credit courses, the younger students 20 years of age or less are mostly in the credit courses. many of these students are full time or near full time. older students are in the non-credit programs. about 1/3 of the students in the credit courses are receiving some form of financial aid. 3 percent of students are low income, meaning that their families are

150 percent of the federal poverty level or less. the estimate 30 percent are receiving some sort of financial aid based on criteria of family income, the number of students in college and cost of college. >> miss campbell, can you repeat that data on those students that rely on financial aid? >> okay, this is the for credit students. this is an estimate that we made based on student aid data provided boo i the state. so 1/3 of the students estimated are on financial aid, 3 percent are low income in the poverty level or less and 30 percent demonstrate financial need but more complex criteria based on the family criteria and number of family

members. in terms of looking who is enrolled from enrollment data from 2013. 59 percent of enrollment is in credit courses which would be transferable to a 4-year program, uc, california state university. most of these are in form of general education courses which qualify towards an advanced degree, science, math and social sciences and humanities. 41 percent of rolement are in non-credit courses. most of these are in basic came support. in terms of options, if city college were to close we looked at what options city college students would have for alternative programs. if they are legible to transfer to the csu or other college, they could in fact transfer. while a

lot of the courses are transferable credits, student may not need the minimum credit requirements and may have other reasons for which they can't transfer. about 14 hundred students transfer to csu or uc. if they were to transfer, we compare to years at city college to a comparable 2 years at csu and the difference is about $10,000 per student and the other area is lack of space at the csu. we looked at the csu in the bay area, san jose is impacted which means they have more qualified students than they have space. csu, they have space but not in our federal programs. college students enrolled in these

programs would not be able to access these programs. >> can i say that if city colleges were closed that $10,000 might be a huge barrier and you are saying that there is less space at san jose state and many of the programs at san francisco state and california east bay? >> if we look at san francisco state and csu east bay, there were three programs that you cooperate access at either school which are fashion, and nursing. they are not offered because he is the impacted school. the other alternative would be to transfer to another community college in the bay area. we did look at capacity at 8 community college districts in the counties and all of them are smaller and the ability to absorb up 80,000

college students we don't know what level of capacity they would have to serve the students and in some instances they may not tofr same courses. we looked at the registered nursing program, foothill did not offer it in the came year and in the other schools they had waiting list for that program. there may be some capacity issues. another option is to provide a 2-year program. we are trying to evaluate what it would take to get a comparable degree in one of the private sectors. one of the disadvantage is the tuition cost. the private schools range more per semester unit. if you look at the program, like the licensed

vocational program, city college is a 18-month proo program. if you look at the same level of program it's $30,000. there is a cost barrier in terms of the program. in terms of the population we looked at esl students and graduated. in spring 2013, there were many students who did not have a high school diploma. just for the impact on student, if the city college were to close and they were not able to get a higher equivalency on program and we looked at data and compared to high school and non-graduate wages and it's

almost $9,000 per year for individual. there is 16,000 non-esl students in the non-credit program, this is about half the enrollment. there are some non-profits. there are some other programs that do provide esl courses. but if city college were to close and students weren't able to access other programs there is a wage cost and we base this on a u.s. census bureau study that had 9 english workers. these had a good command of the language and the annual wage is about $13,000 per year. >> before you jump to the big picture economic impact, can i just ask about the 5,000 students without a high school

diploma and 16,000 immigrant esl students, the annual wage loss for the city college for these 5,000 no diploma people would be about $9,000 a year. you would increase probably their struggle to live in the city. so that's $9,000 for that population, but for the 16,000, mostly asian pacific islander and latin hoe immigrant students they would lose $13,000 per year. >> we compare this with someone smb who does not speak english at all. these are the two parameters that we use. >> for this population roughly 21,000 people that are esl or getting some basic skels or high school equivalent, that is

a huge population of the city that would suffer significantly in wage loss. >> that's an estimate of an individual worker if they were to have the skills or not. in terms of the larger impact we are asked to look at is two parameters. one is the federal and state grants that come into the city to city college. so this is actually based on their most recent financial statement for 2010-2011. in that year they received 188 million in grants. the other impact we looked at was on city employers. so, we were able to match students graduating from city college programs and the most recent data we had was the academic year of 2010-2011 to

the u.s. department of labor data to match those programs. in many cases they were a match to those programs. in some cases we had to estimate. so in last year in 2011 we are comparing more than 2200 graduates that had and were as degrees that were not going on to school or some kind of certificate which is a licensed vocational program which is a specific skill. so for 52 programs, i need to say also about u.s. department of labor data. it also covers marine county and san mateo county. we included these areas so we are looking at the whole picture.

using those three schools, in 4152 programs, job demand, annual job demand far exceeded the skills labor that was coming out of city college. how we identify this is to simply say it's not that only our schools have the same graduates, but it's an important part of the city's labor force. we did try to estimate the market value of those jobs cht we are not saying these are definitely jobs that city college gets but it's a part of the labor force. that is about 22 million a year. in terms of the impact on the individual workers. if these programs did not exist, we estimated the deference between the wages for these programs, for graduates of these programs and found $111,000 difference tlchlts --

there is a market to those jobs. in terms of college staff, our most recent data was 2013 academic year we were not able to get the data for the current year. there were last year approximately little more than 2400 employees that number maybe lower at this time. about 1600 were faculty and a little less than 800 were called classified and miscellaneous employees. there is anecdotally a type of job market for faculty. we didn't find data so we look at the highering. they only hired 65 percent of applicants which there is not a job market for qualified faculty. for classified staff, it's a little bit different. under the education code, they

are considered to be part of the city civil service system and they are treated like a city employee. we couldn't get a number of employees from the college district. but there are 24 i don't believe classes that have rights to city jobs. these employees in these jobs could transfer to the city to a vacant position or if they have seniority they can bump into a position as an existing city worker. that is our impact evaluation on impact on staff. we are available for any questions you may have. >> thank you, i do know that i got a couple of text that asked about the most recent data and whether their actual or estimated numbers, but you are use of the fiscal year 2012-2013 are from the numbers

from the city college? >> that is based on the final approved budget in september 2013. >> i just wanted >> 2012, excuse me. >> i just want to ask because i know as the city college's accreditation is being discussed. this is an important impact. if you had more time are there other areas you would have looked at. i know we don't have any recommendation for this but i hope some be from the audience will make some suggestions. if you had more time, what more would you have looked at. i think the breakdown for the esl classes, what would you have looked at more carefully? >> i believe if you wanted to have a more detailed report you can look at this data more specifically. we were using

data from various sources and the federal government that compiled this especially the state that compiled the data. we didn't interview staff or any sort of direct evaluation. >> i think by industry, health care and the various academies, work force training in the academies in the city impact on city programs, if we were to lose some of the work force training in city colleges. it's those kinds of suggestions that could help us understand the benefits of the having the college system along with the city, for example, i'm wondering in other areas within industries? >> that is certain areas, we had a fairly specific focus so we didn't evaluate what other questions. there is a lot more questions one could ask in terms of the impact. >> thank you so much for this

report. >> chair ferrel, if there are no comments from colleagues, can i start to call the cards? so for public comment i have a number of cards. i mentioned the president of the f 21 if she can come forward. i will read a few of the cards, hanley kelly, and wendy kaufman from the city college, mad listen muler who is the chair of the music department. i will continue to call other names. >> thank you, my name is lisa misser. i'm also an english teacher at the college. i wanted to thank the city and miss campbell for this report which is pretremendous. this is

a huge and important task that to some extent is unquantifiable and perhaps unattain able. how do we quantify a college that serves more than 80,000 students a year and by all measurements including from the commission has quality education for the students that it serves. san franciscans aren't confused about the value of this institution and for the health and well being of the city of san francisco. but the quantifying that value is a real challenge. i want to thank the supervisors from the city to working to pull that together. weblg deeply as city college faculty and members of community about the importance of this institution and see that we work hard to ensure it remains a viable institution. i want to mention the report

doesn't fully capture what has happened in the last year or so since the accreditation challenges came to the forefront and since many accreditations came. the college adopted but don't reflect the numbers which is incredibly different. the same with the staffing. there to 150 less fact in san francisco this fall compared to last fall. thank you. thank you. next speaker, miss kelly? >> hi, my name is haney kelly. i'm not going to tell you what i was thinking about telling you how city college saved my son. city college has made the biggest difference in his life. i will go back to 40 years of

teaching in san francisco and i will say it saved many of my students. students who weren't ready to go to college because of money, students who weren't ready to go to college because of language and students who weren't ready to go to college because some students really aren't ready to go to college when they get out of high school. they were saved by city college. it was there for them. it was their safety net. when you talk about the first person in a family to get a college degree, many of my students atwood row wilson were the first. you want to know what city college did? it made their parents the second and the third and the fourth. they went through and they got a high school diploma. they got a ged. a better job. they that

had self respect because of the city college. it helped them. city college helps people who want to go into the trades. it helps them get good paying union jobs. city college helped the teacher learn about her students. i went back to learn the languages that my students spoke. i went back to city college to learn about what was going nont countries that they have left and about their culture and about their interest so i can be a better teacher. let me tell you about what city college does for seniors who cannot work. it allows them to get in water and feel alive again. because it has the programs. it allows them exercise classes and health classes to help them. city college helps all san

franciscans. >> thank you, miss kelly. next speaker. >> hi, i'm richard rothman and i want to talk about city college intercepted with my life three different times. the first was as i graduated george washington high school, i didn't know what i wanted to do and i was going into real estate and took a humanities course and i wanted to get a degree and by going into city college for two 1/2 years, i got my credits to go in on san francisco state and go on to get my masters degree. that was the first intersection and i went to work for the city and for five 5 years i was one of the managers in the financial aid office. i really saw the importance of city college and financial aid and especially i had interview students that

were difficult an had an appeal of financial aid and how important it was for students who were english as a second language and were trying to get a foot up on the john -- job and a 4-year college and get a skill in some of the trade programs which i think are very important and are sometimes overlooked. the third time it intersect when i worked at the general hospital. i met a lot of the staff, some of the staff who are like lvn's and wanted to go to the city college to get their nursing degrees and i would see the nursing students in the hall. i knew the nursing program was always full. there was always a waiting list to

get in. we can't overlook that people are getting skills who might not want to go to college like firemen. we need to keep city colleges open. >> thank you. all the people i have called, please come forward. it doesn't have to be in that order. we have one of the trustees of the college board who is a student leader as well. i'm going to call the rest of the names. trustee williams. howard green baum, diana green, bridget skeeba and jose louis. we have another lead are from the college board system. chris jackson is here. >> thank you supervisor mar and avalos for this tremendous

effort. there is no way to quantify all the amazing values that ccsf has for this value and how critical it is that this institution remains open. $311 million of economic impact is huge for the city and county of san francisco. thank you so much for this. we as students know how valuable this institution is. again i'm a student trustee at the city college and i have the task to representing these students. what ccsf provides to these communities cannot be duplicated. this institution serves the whole entire community from high school students to our elders and it's so critical that we remain open. this institution enriches

our community. it has a domino effect on san francisco because of the classified staff. that's going to bump the city of san francisco. i think it's a shame on the jc for putting forth this threat of closure, looking at the economic impact on so many lives and the multigenerational lives. we have to keep this institution open and it must remain for future generations. thank you. >> thank you supervisors. my name is kaitlyn kant on, i started in 2006 as an unemployed ged holder. i graduated in 2009. i want to put the a personal face on what is a ged student. i was 46 years old when i started at

city college. i went on to who shall -- work for the writing lab and for the people to learn the language to be able to communicate, to be able to obtain jobs. city college is important because it turns people's lives around. i went ton get a bachelor's and a masters degree in english. i just graduated in may and it was the incredible instructors at the city college that motivated me to believe that i can be a teacher also. you can't do that anywhere. san francisco is the city that knows how. san francisco city college is important though community because of the way that it allows people, anybody to come and get an education. i think what people want is a chance, an opportunity and you can see from my example that people would take that

opportunity and opportunity it into something. it's well-known fact that firefighters, police, dennist, lawyers, judges, come from the ranks of the san francisco college students. please keep this open. thank you. >> my name is howard. i live in oakland. i wrote a book about american politics. i'm very concerned about what's happening in our country. what's happening here is not only a financial disaster for the city of san francisco, but it's obviously going for many years will be at a tremendous financial disaster for students and you've already heard how good it was for those students. so it's both economic, economic for the students. especially young students who are now the largest unemployed rate in every country including ours. they are having a