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Goals and Objectives 

The tables below list a series of goals and objectives with measurable outcomes. In each case, the baseline outcomes for the 2025-26 academic year are used to set objectives for 2027-28 and for 2029-30.

Goal No. 1

Creating Equitable Access and Pathways (ties to Chancellor's Priorities 1, 2 and 4)

Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
1.1: Increase dual enrollment FTES 580 580 667 15%
1.2: Increase FTES enrollment and support for justice system–impacted students to expand access to higher education, career pathways and holistic reentry success 0 5 10 100%
1.3:  Increase noncredit Career Development and College Preparation (CDCP) FTES 312 312 400 28%
1.4:  Increase adult student (age 25+) headcount 10,549 10,549 10,865 3%
1.5:  Increase CTE student headcount 15,772 15, 772 16,560 5%
1.6:  Increase new student headcount 6,909 6,909 7,600 10%
1.6.A:  Increase new military veteran student headcount 47 47 52 10%
1.6.B:  Increase FTES enrollment and strengthen support for current and former foster youth students to expand educational opportunity, persistence and holistic well-being 37 37 41 10%
1.7:  Increase number of students accessing California College Promise Grant 8,661 8,661 8,747 1%
1.8:  Increase number of students accessing Pell Grant 3,792 3,792 4,171 10%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
1.9:  Decrease average total quarter units for ADT completers 123 123 111 -10%
1.9.A:  Decrease average total units for economically disadvantaged ADT completers 124 124 111 -10%
1.9.B:  Decrease average total units for military veteran ADT completers 119 119 111 -7%
1.9.C:  Decrease average total units for foster youth ADT completers 135 135 111 -18%
1.9.D:  Decrease average number of units for Asian ADT completers 125 125 111 -11%
1.9.E:  Decrease average number of units for Black/African American ADT completers 137 137 111 -19%
1.9.F:  Decrease average number of units for Filipinx ADT completers 112 112 111 -1%
1.9.G:  Decrease average number of units for Latinx ADT completers 122 122 111 -9%
1.9.H:  Decrease average number of units for white ADT completers 120 120 111 -8%
1.9.I:  Decrease average number of units for ADT completers with two or more ethnicities 127 127 111 -13%
1.9.J:  Decrease average number of units for ADT completers of unknown ethnicity 122 122 111 -9%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
1.10:  Increase number of students obtaining credit for prior learning (CPL) 10 10 30 200%
1.11:  Increase international student headcount 1,664 1,664 1,714 3%
1.12:  Increase military veteran student headcount 323 323 333 3%
1.13:  Increase number of students who obtain internships 434 434 456 5%
1.14:  Increase number of students who obtain apprenticeships 27 27 41 52%
1.15:  Expand the number of zero-textbook-cost (ZTC) degree and certificate pathways 1 pathway 10 pathways 15 pathways 50% increase
1.16:  Increase the number of online enrollments for students participating in the California Virtual Campus (CVC) exchange 81,753 81,753 85,840 5% increase
1.17:  Increase the percentage of unduplicated students who visit the Guided Pathways Villages each year 900 900 1,100 22% increase
1.18:  Increase the number of students who obtain meaningful on-campus employment experiences that promote career readiness, connection to campus and academic persistence 10% 10% 15% 5 percentage point increase

Goal No. 2

Elevating Equitable Engagement and Success (ties to Chancellor's Priorities 1, 2 and 4)

Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.1:  Increase number of students earning an ADT 1,022 1,022 1,328 30%
2.1.A:  Increase number of economically disadvantaged students earning an ADT 612 612 795 30%
2.1.B:  Increase number of military veteran students earning an ADT 14 14 18 30%
2.1.C:  Increase number of foster youth students earning an ADT 27 27 35 30%
2.1.D:  Increase number of Asian students earning an ADT 419 419 545 30%
2.1.E:  Increase number of Black/African American students earning an ADT 20 20 26 30%
2.1.F:  Increase number of Filipinx students earning an ADT 56 56 73 30%
2.1.G:  Increase number of Latinx students earning an ADT 287 287 373 30%
2.1.H:  Increase number of white students earning an ADT 128 128 166 30%
2.1.I:  Increase number of students with two or more ethnicities earning an ADT 57 57 74 30%
2.1.J:  Increase number of students with unknown ethnicity earning an ADT 48 48 62 30%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.2:  Increase number of students earning a De Anza bachelor's degree 0 30 39 30%
2.2.A:  Increase number of economically disadvantaged students earning a De Anza bachelor's degree 0 5 7 30%
2.2.B:  Increase number of military veteran students earning a De Anza bachelor's degree 0 3 4 30%
2.2.C: Increase number of foster youth students earning a De Anza bachelor's degree 0 1 2 100%
2.2.D:  Increase number of Asian students earning a De Anza bachelor's degree 0 1 2 100%
2.2.E:  Increase number of Black/African American students earning a De Anza bachelor's degree 0 3 4 30%
2.2.F:  Increase number of Filipinx students earning a De Anza bachelor's degree 0 3 4 30%
2.2.G:  Increase number of Latinx students earning a De Anza bachelor's degree 0 10 13 30%
2.2.H: Increase number of white students earning a De Anza bachelor's degree 0 12 16 30%
2.2.I:  Increase number of students with two or more ethnicities earning a De Anza bachelor's degree 0 3 4 30%
2.2.J:  Increase number of students with unknown ethnicity earning a De Anza bachelor's degree 0 3 4 30%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.3:  Increase number of students earning a non-ADT degree 626 626 751 20%
2.3.A:  Increase number of economically disadvantaged students earning a non-ADT degree 405 405 486 20%
2.3.B:  Increase number of military veteran students earning a non-ADT degree 22 22 26 20%
2.3.C:  Increase number of foster youth students earning a non-ADT degree 15 15 18 20%
2.3.D:  Increase number of Asian students earning a non-ADT degree 175 175 210 20%
2.3.E:  Increase number of Black/African American students earning a non-ADT degree 17 17 20 20%
2.3.F:  Increase number of Filipinx students earning a non-ADT degree 49 49 59 20%
2.3.G:  Increase number of Latinx students earning a non-ADT degree 208 208 250 20%
2.3.H:  Increase number of white students earning a non-ADT degree 116 116 139 20%
2.3.I:  Increase number of students with two or more ethnicities earning a non-ADT degree 45 45 54 20%
2.3.J:  Increase number of students with unknown ethnicity earning a non-ADT degree 16 16 19 20%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.4:  Increase number of students earning a certificate of achievement 653 653 849 30%
2.4.A:  Increase number of economically disadvantaged students earning a certificate of achievement 391 391 508 30%
2.4.B:  Increase number of military veteran students earning a certificate of achievement 13 13 17 30%
2.4.C:  Increase number of foster youth students earning a certificate of achievement 20 20 26 30%
2.4.D:  Increase number of Asian students earning a certificate of achievement 257 257 334 30%
2.4.E:  Increase number of Black/African American students earning a certificate of achievement 10 10 13 30%
2.4.F:  Increase number of Filipinx students earning a certificate of achievement 30 30 39 30%
2.4.G:  Increase number of Latinx students earning a certificate of achievement 171 171 222 30%
2.4.H:  Increase number of white students earning a certificate of achievement 118 118 153 30%
2.4.I:  Increase number of students with two or more ethnicities earning a certificate of achievement 40 40 52 30%
2.4.J:  Increase number of students with unknown ethnicity earning a certificate of achievement 22 22 28 30%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.5:  Increase the number of students earning a noncredit certificate 189 189 208 10%
2.6:  Increase the number of students completing nine or more CTE units 587 587 646 10%
2.7:  Increase the percentage of students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 1,537 1,537 1,691 10%
2.7.A:  Increase the number of economically disadvantaged students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 714 714 785 10%
2.7.B:  Increase the number of military veteran students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 36 36 40 10%
2.7.C:  Increase the number of foster youth students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 39 39 43 10%
2.7.D:  Increase the number of Asian students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 546 546 601 10%
2.7.E:  Increase the number of Black/African American students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 50 50 55 10%
2.7.F:  Increase the number of Filipinx students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 97 97 107 10%
2.7.G:  Increase the number of Latinx students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 428 428 471 10%
2.7.H:  Increase the number of white students who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 325 325 358 10%
2.7.I:  Increase the number of students with two or more ethnicities who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 50 50 55 10%
2.7.J:  Increase the number of students with unknown ethnicity who secure living-wage employment within six months of program completion through the development of a structured Education-to-Employment Continuum that integrates post-completion career navigation, employer partnerships and targeted support for disproportionately impacted student populations 32 32 35 10%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.8:  Increase the number of students transferring to a four-year institution 1,550 1,550 1,705 10%
2.8.A:  Increase the number of economically disadvantaged students transferring to a four-year institution 957 957 1,053 10%
2.8.B:  Increase the number of military veteran students transferring to a four-year institution 47 47 52 10%
2.8.C:  Increase the number of foster youth students transferring to a four-year institution 27 27 30 10%
2.8.D:  Increase the number of Asian students transferring to a four-year institution 340 340 374 10%
2.8.E:  Increase the number of Black/African American students transferring to a four-year institution 52 52 57 10%
2.8.F:  Increase the number of Filipinx students transferring to a four-year institution 118 118 130 10%
2.8.G:  Increase the number of Latinx students transferring to a four-year institution 406 406 447 10%
2.8.H:  Increase the number of white students transferring to a four-year institution 254 254 279 10%
2.8.I:  Increase the number of students with two or more ethnicities transferring to a four-year institution 106 106 117 10%
2.8.J:  Increase the number of students with unknown ethnicity transferring to a four-year institution 25 25 27 10%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.9:  Increase number of students enrolling from first application 3,779 3,779 4,912 30%
2.9.A:  Increase number of female Asian students enrolling from first application 662 662 803 21%
2.9.B:  Increase number of Black/African American students enrolling from first application 89 89 126 42%
2.9.C:  Increase number of all female students enrolling from first application 1,643 1,643 2,029 23%
2.9.D:  Increase number of white students enrolling from first application 643 643 994 55%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.10:  Increase number of students completing transfer-level English and math within first year 1,517 1,517 1,669 10%
2.10.A:  Increase number of male DSPS students completing transfer-level English and math within first year 28 28 38 36%
2.10.B:  Increase number of first-generation students completing transfer-level English and math within first year 311 311 341 10%
2.10.C:  Increase number of foster youth students completing transfer-level English and math within first year 20 20 26 30% increase
2.10.D:  Increase number of Latinx students completing transfer-level English and math within first year 246 246 270 10% increase
2.10.E:  Increase number of all LGBTQ+ students completing transfer-level English and math within first year 136 136 136 Maintain current rate
2.10.F:  Increase number of nonbinary students completing transfer-level English and math within first year 15 15 15 Maintain current rate
2.10.G:  Increase number of white students completing transfer-level English and math within first year 195 195 246 26%
2.10.H:  Increase number of degree and transfer students completing transfer-level English within first year 2,153 2,153 2,368 10% increase
2.10.I:  Increase number of degree and transfer students completing transfer-level math within first year 2,126 2,126 2,338 10% increase
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.11:  Increase number of first-time students who persist from their first to second quarter 3,397 3,397 3,737 10%
2.11.A:  Increase number of first-time Black/African American students who persist from their first to second quarter 62 62 76 23%
2.11.B:  Increase number of first-time first-generation students who persist from their first to second quarter 991 991 1,045 5%
2.11.C:  Increase number of first-time foster youth students who persist from their first to second quarter 65 65 81 25%
2.11.D:  Increase number of first-time Latinx students who persist from their first to second quarter 838 838 921 10%
2.11.E:  Increase number of first-time LGBTQ+ students who persist from their first to second quarter 298 298 328 10%
2.11.F:  Increase number of first-time Pacific Islander students who persist from their first to second quarter 14 14 20 43%
2.11.G:  Increase number of first-time white students who persist from their first to second quarter 450 450 487 8%
Objective 2025-26 Baseline  2027-28 Target 2029-30 Target % Change
2.12:  Increase number of students earning a degree or certificate 1,015 1,015 1,421 40%
2.12.A:  Increase number of DSPS students earning a degree or certificate 26 26 49 88%
2.12.B:  Increase number of first-generation students earning a degree or certificate 292 292 335 15%
2.12.C:  Increase number of foster youth students earning a degree or certificate 31 31 43 39%
2.12.D:  Increase number of Latinx students earning a degree or certificate 206 206 281 36%
2.12.E:  Increase number of male LGBTQ+ students earning a degree or certificate 19 19 30 58%
2.12.F:  Increase number of all male students earning a degree or certificate 441 441 571 29%
2.13:  Increase number of credit ESL degree and transfer students completing transfer-level English or ESL in three years 272 272 280 3% increase
2.14:  Increase the percentage of students who feel De Anza College prepared them academically and socially for their transition to a four-year college or university 60% 60% 75% 15 percentage point increase 

Goal No. 3

Galvanizing Community Impact and Innovation (ties to Chancellor's Priorities 3 and 5)

Objective 2025-26 Baseline  2027-28 Target 2029-30 Target Change
3.1: Increase the percentage of students who report a high rate of civic capacity for global, cultural, social and environmental justice  42% 42% 50% 8 percentage points
3.2:  Decrease percentage of students who report food insecurity  51% 51% 41% -10 percentage points
3.3:  Decrease percentage of students who report housing insecurity 47% 47% 37% -10 percentage points
3.4:  Increase percentage of students who report De Anza prioritizes their mental health and well-being 40% 40% 50% 10 percentage points
3.5:  Increase percentage of students who report feeling a strong sense of belonging at the college 33% 33% 50% 17 percentage points
3.6:  Increase percentage of students who report a strong sense of feeling valued and appreciated at the college 54% 54% 60% 6 percentage points
3.7:  Increase percentage of students who report a strong sense of feeling connected and part of the college community 43% 43% 50% 7 percentage points
3.8:  Increase percentage of students who report they are actively engaged in class and/or extracurricular activities 62% 62% 70% 8 percentage points
3.9:  Increase the number of Engaged Learning course sections 5 5 20 300% increase
3.10:  Increase the number of students who report their experience at De Anza improved their ability to be a critical consumer of information 0% 25% 75% 50 percentage points
3.11:  Increase annual public grants revenue $500,000 $500,000 $1 million 100%
3.12:  Increase number of employees who complete the President's Leadership Academy 30 30 45 50%
3.13:  Increase percentage of nonwhite employees hired 50% 50% 55% 5 percentage points
3.14:  Increase number of faculty members using augmented/virtual reality and cybersecurity labs for instruction 0 5 20 300%
3.15:  Increase percentage of employees who express job satisfaction at De Anza 70% 70% 80% 10 percentage points
3.16:  Increase the number of professional development opportunities for classified professionals 124 124 155 25% increase
3.17:  Reduce greenhouse gas emissions by 50% from 2005 levels  TBD TBD TBD 50% reduction 
3.18:  Increase the number of students utilizing public transportation to and from campus  20% 20% 30% 10 percentage points 
3.19: Increase percentage of college vehicles that are zero-emission 50% 50% 75% 50%
3.20:  Increase portion of new buildings and major renovations meeting LEED standards 16% 16% 23% 7 percentage points
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