Students at the M.J.C. East Campus

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Step 2: Set up your MJC Email 
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Step 4: Assessment Testing 
Step 5: Education Plan
Step 6: Official Transcripts
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Step 8: Register for Classes
Step 9: Pay Fees

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Contact the friendly Admissions Office staff if you have questions about adding or dropping classes, or filing for pass/no pass.

The Assessment Testing Office administers tests to help you select appropriate courses or satisfy pre-requisites.

International students should start by visiting our Information for International Students.

Modesto Junior College

Strategic Direction 1 - Goal 1.3

The College will increase retention and completion rates for CTE, Basic Skills, General Studies, and Transfer Studies

Total Rating 3.85

 

   

 

Goal 1.3.a - Implement, monitor, and evaluate a Student Success and Support Program Plan with specific, measurable outcomes for increasing student retention and completion rates

Measure 1:  Increased Course Success Rates
2016 Fall  68%
2017 Fall  67%

Measure 2:
Course Success for First Year Experience Students compared to other new students in same classes.

Cohort Group Course Success
FYE Students 2016 79.4%
Other New Students 66.3%
Difference in Success 13.1%

 Rating 4.5 - Steady

  
 

Goal 1.3.b - Implement, monitor and evaluate a Student Equity Plan with specific, measurable outcomes for increasing student retention and completion rates

Equity Gap Comparisons (1.3.B & 1.3.D)
Review success gap, in comparison to previous. Focus is on Gap improvement at Faculty level, not students. 

Study group is students who's instructors participated in the Great Teachers conference.

  2015 Gap 2016 Gap Change Gap MOE 
Asian 0.0% 0.0%   1.6% Baseline
Black, African American -19.7% -14.6% 5.0% 2.0%  
Filipino 5.0% 2.0% -3.1% 2.8%  No Gap 2016
Hispanic -7.2% -7.2% -0.1% 0.7%  
Native American -10.5% -6.2% 4.3% 2.7%  
Pacific Islander -2.6% -9.4% -6.7% 3.3%  
White, non-Hispanic -1.5% -2.2% -0.7% 0.5%  
  Overall Gap Change -0.2%    

MOE, or Margin of Error adjusts smaller populations calculations, and is based off CCCCO standards in equity reporting. Gaps which reduced by the MOE to 0 are considered to not exist., e.g. Filipino's have a +2% Equity Gap, this is reduced by 2.8%, eliminating the gap as it can not be verified with such a small number of students.

Rating 3.0 - Increase

  

 

Goal 1.3.c - Implement, monitor, and evaluate a Basic Skills Plan with specific, measurable outcomes for increasing student retention and completion rates

Basic Skills Course Retention and Success: Comparing students who enroll in basic skills to those who complete, and those who receive a passing grade.  Scorecard Data for Remedial Math and English Student Success.

Subject 2009-2010 2010-2011 Change
Remedial English 43.60% 46.70% 3.10%
Remedial Math 40.30% 44.40% 4.10%
Average Change 3.60%
Progression from Three Levels Below to Transferable 
Math Level 2015-2017 2014-2016 Change  
Three Levels Below Transfer    75% 76% -0.5%  
Two Levels Below Transfer      45% 37% 8.0% Large jump from lowest to next level
One Level Below Transfer       28% 27% 0.8%  
Transferable                   11% 12% -0.6% Overall Decline in reaching Transferable Levels

Rating 3.75 - Increase

  
 

Goal 1.3.d - Provide instruction in support of the needs of the College’s diverse student population

(see 1.3.b)

  

 

Goal 1.3.e - Implement teaching strategies to advance student retention, success, and persistence

Comparing student success in courses where the instructor participated in the Center for Urban Excellence training, compared to the same courses before training.

Ethnicity Success Before Bgap MoE Success After Agap MoE Diff. in Gap
Asian 75.5%   0.5% 76.0%   0.9%  
Black, African American 41.3% 34.3% 0.9% 59.5% 16.0% 1.2% -18.2%
Filipino 81.8% -6.3% 3.0% 78.9%   5.2%  
Hispanic 66.4% 9.1% 0.1% 68.1% 7.4% 0.1% -1.7%
Native American 61.5% 14.0% 7.5% 56.8% 18.8% 2.6% 4.8%
Pacific Islander 57.1% 18.4% 3.5% 50.0% 25.5% 4.1% 7.1%
Two or More 60.6% 15.0% 1.4% 80.0%   19.6%  
Undeclared 72.3% 3.3% 1.0% 68.8% 6.8% 3.1% 3.5%
White, non-Hispanic 69.8% 5.7% 0.1% 70.9% 4.7% 0.1% -1.1%
MoE, Margin of Error is used to evaluate if population size is adequate to evaluate success.  Gaps less than MoE should be considered inconclusive or non-existent. Avg -0.9%
DI Changes -10.0%

Faculty who have participated in the CUE Programs have shown a 7% reduction in success gaps for disproportionately impacted groups (Hispanics/Blacks).

Rating 5.0 - Increase

  
 

Goal 1.3.f - Provide student academic support services that advance student retention, success, and persistence

(see 1.3.a)

  
 

Goal 1.3.g - Advance a culture of completion of educational goal

Overall Completion Rates by 6 Year Cohorts

2009-2010    43.70%
2010-2011    43.00%

Decrease 0.70%
Source: CCCCO Scorecard, Overall Completion Rates

Rating 3.0 - Steady