andrew lamanque, phd fall 2015 student equity report planning thanks to elaine kuo, chen li, and...

ANDREW LAMANQUE, PHDFALL 2015

Student Equity Report Planning

Thanks to Elaine Kuo, Chen Li, and Carolyn Holcroft for their contributions to this powerpoint.

LaManque Equity Report Data

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To Start: The Numbers

9/17/2015Source: Liz Leiserson, Foothill 3Sp Plan


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The Numbers Continued

9/17/2015Source: Liz Leiserson, Foothill 3Sp Plan


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Master Plan Goals Related to Equity (DRAFT)

9/17/2015

Create a culture of equity that promotes student success and strong support for underserved students.Reduce barriers and facilitate students’ ease of

access across the District and region.Enhance support for online quality and growth for

instruction and student services.Collaborate with K-12, adult education and four-

year institutions in ways that serve students and society.

Partner with business and industry to prepare students for the workforce.


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3SP and Basic Skills Activities Supporting Equity Goals

9/17/2015

Basic Skills Embedded Tutoring Math Summer Bridge English Summer Bridge

3SP Early Alert Revamped Orientation Options Counseling Support for Student Education Plans Multiple Measures Pilots Enrollment Priorities

Research and Professional Development Activities for Both


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Student Success Collaborative (3SP, BS, Equity)Framework for Activities

Met in Summer 2015 and Agreed on 3 College-wide Initiatives1) Creating and implementing a comprehensive early alert program 2) Developing, implementing and coordinating a mentoring program 3) Targeted professional development.

9/17/2015


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Student Success and Retention Team

9/17/2015

Students

Early Alert Coordinato

rEarly Alert /

Retention Counselor

Part-Time Counselo

r

Prof Dev & Mentoring Program

CoordinatorSupplemental

Instructors

Student / Peer

Mentors

Faculty Coordinato

r

Researchers


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Proposed Student Success Positions

# POSITION FUNCTION REPORTS TO FUNDING

1 Early Alert Coordinator (New Position – Hiring In Process)

Full-Time, Classified Position Starfish Administrator / Program Expert Provides Starfish Faculty Training (In-Service) Monitors Early Alert – Responsible for Triage Runs Reports – Global Feedback Loop with Faculty

Dean of Counseling SSSP

2 Early Alert / Retention Counselor (New or Existing Personnel)

Full-Time Counseling Position Works with Early Alert Coordinator Provides Intensive Case Management and/or Personal Counseling


3 Part-Time Counselor (New or Existing Personnel)

Part-Time Counseling Position Provides Intensive Case Management and/or Personal Counseling Assist with Reaching More Students (Increased Contact)


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Professional Development & Mentoring Program Coordinator “Director of Equity Programs” (New Position)

Full-Time Administrator/Classified Position (TBD) Works with PDC to Facilitate Professional Development Opportunities Coordinates Mentorship Training and Campus Mentorship Efforts Communicates with Faculty and Works with Faculty Coordinator Works Closely with Programs on Campus (DRC, Veterans Center, etc.)

AVP of Instruction EQUITY

5 Supplemental Instructors (Existing Personnel)

Function Remains the Same Teaching and Learning Center (TLC) Science, Tech, Engineering & Math (STEM)

Division Dean(s) EXISTING

6 Student Mentors (New Positions)

Paid Student Positions Trained Student Mentors

TBD TBD

7 Faculty Coordinator (Existing Personnel)

Faculty with Reassign Time – Serves as Faculty Liaison Works with Professional Development & Mentoring Program Coordinator Coordinates Faculty Professional Development Responds to Faculty Needs and Equity-Related Curriculum Issues Helps Maintain Feedback Loop with Faculty

AVP of Instruction TBD

8 Institutional Research (Existing Personnel)

College Researcher SSSP Research Analyst – Tracks SSSP Funded Projects/Proposals

EXISTING EXISTING

9 Student Success Specialist (New Position)

Full-Time Classified Position; Not Needed Initially Helps the Early Alert Coordinator with the Pairing of Students (Triage)

TBD SSSP

10 Instructional Services Coordinator (Equity) (Proposed 9/17/15)

Full-Time Classified Position Provides Administrative Support for the Student Equity Workgroup Tracks Equity Funded Projects/Proposals Provides equity related research and analysis (including evaluating

projects)

AVP of Instruction EQUITY

9/17/2015


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Initial Focus

9/17/2015

Early Alert / Mentoring program initiative to begin Fall 2015 for: Athletes English, Math Summer Bridge, First Year Experience (FYE), Embedded tutoring students.

Once initiative in place, use available software available (e.g. Starfish) to identify other students/students groups that may benefit from mentorship


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Review Feedback (and other plans)Review Equity DataDiscuss Ideas for Plan Activities, Goals, and Benchmarks

Feedback from CCCO meeting; Plan Activities Continued

PaRC November 4 and 18; Board December 7; Due December 18

Fall 15 Equity Planning Process

Homework!

September 22

September 29

October 13

9/17/2015


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Student Groups That Require Analysis

9/17/2015

Males Students with disabilities Females Low-income students Current or former foster youth Veterans

American Indian or Alaska Native Asian Black or African American Hispanic or Latino Native Hawaiian or other Pacific

Islander White Some other race More than one race

“For purposes of this plan, student equity is defined as a helping students achieve equal outcomes on success indicators as compared to either their own percentage in the community or college student body, or to other student groups.” CCCO Student Equity Template


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Student Equity Plan Success Indicators

Access

ESL, Math, English Basic

Skills Completion

Course Success/

Completion

Degree and Certificate Completion

Transfer

9/17/2015


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Equity Plan Template

Data

Conclusions: Identify Disproportionately Impacted Student Groups

Set Baseline Data and Identify Goals

Identify Activities to be Implemented to Improve Outcomes for Disproportionately Impacted Student Groups

Identify Expected Outcomes

Process for Each Success Area

9/17/2015

Carolyn Holcroft

This visual could benefit from a tiny bit more explanation on the actual slide (for later use)


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For Each Success Area

9/17/2015

1) For groups with “gaps,” select a target reduction in gap

2) Activity Type(s) 3) DI Student Group(s) & # of Each Affected4) Activity Implementation Plan

1) Planned Start/End Date(s), Student Equity Funds, Other Funds

5) Link to Goal 6) Evaluation


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SEP Expenditure Categories

OutreachStudent Services & CategoricalsResearch and EvaluationSE Coordination & PlanningCurriculum/ Course Dev. & AdaptationProfessional DevelopmentInstructional SupportDirect Student Support

9/17/2015


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Some Feedback From Last Year’s SE Plan

Was a business/budget representative, student(s), EMP/accreditation representative, or Program Review representatives involved in the collaboration?

Coordination with SSSP was lacking.Mention of specific activities, identifying

more long term goals, and a list of budget expenditures would have been helpful.

9/17/2015


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Percentage Point Gap Methodology

9/17/2015

Compares success rate of ALL students to success rate* of a disaggregated subgroup of students

*or other outcome

Success rate (%) of ALL

students

Success rate

of subgroup of

students

Percentage

Point Gap

% Point Gap MethodAchieve Course Success*All

Students

Disaggregated Subgroup

% Success*: 4 out of 6, or 67%

% Success*: 1 out of 2 or 50%

GAP=

50% - 67%, =-17 percentage

points

The disaggregated

group has a success rate 17

percentage points LOWER

than the success rate for all students

*or other outcome


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Interpreting the Percentage Point Gap

9/17/2015

-3 percentage point gap or greater can serve as evidence that a student group is not achieving the outcome at the same rate as other students and thus can be seen as being “disproportionately impacted.“

“Though this, … , is an arbitrary designation, it serves as a reasonable strategy for identifying unequal outcomes that would benefit from further discussion … .” CCCO Equity Template


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Interpreting the Percentage Point Gap

9/17/2015

Consider:Number of students impacted

Rates calculated using smaller numbers [of students] will be subject to greater variability; it may make sense to prioritize a gap that impacts a greater number of students.

Disaggregated subgroup’s proportion of

the total population: The larger the proportion a subgroup represents of the total population, the more similar their success rate will be to the all student average.


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67% 69%

82%73%

85%79%

68%

80% 80%

62%

74%70%

65%

81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Foothill CollegeCourse Success Rate by Ethnicity Fall 2014

Course Success / Completion

9/17/2015


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Course Success / Completion

59%78%

67%74%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Current or former fosteryouth

Individuals withdisabilities

Low-income students Veterans

Foothill CollegeCourse Success Rate by Special Population

Fall 2014

Course Success Rate Foothill Total Course Success Rate = 77%

9/17/2015


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Student Aspirations

9/17/2015

62%54%

58%63%

54%

73%

45%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AfricanAmerican

Asian Filipino Latino/a NativeAmerican

PacificIslander

White

Foothill CollegeStudents Selecting a Goal of Transfer by Ethnicity

Fall 2014


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Additional Data

9/17/2015

See attached tables for data on each success area.


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For Discussion

9/17/2015

How can / will our activities (early alert, mentoring, PD) help us ‘close the gaps’?


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Questions?

9/17/2015

andrew lamanque, phd fall 2015 student equity report planning thanks to elaine kuo, chen li, and...

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