document resume jc 960 702 author baylard, dana reece; … · 2014. 5. 14. · document resume. ed...
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DOCUMENT RESUME
ED 401 964 JC 960 702
AUTHOR Baylard, Dana Reece; And OthersTITLE Mt. San Jacinto College Student Equity Plan
Update.INSTITUTION Mount San Jacinto Coll., San Jacinto, Calif.PUB DATE Sep 96NOTE 99p.; For the original 1995 Plan, see ED 389 356.PUB TYPE Statistical Data (110) Reports Descriptive (141)
EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Access to Education; *Affirmative Action; *College
Planning; Community Colleges; EducationalOpportunities; Educational Policy; EducationalQuality; *Equal Education; *Ethnic Groups; MinorityGroups; *School Demography; Two Year Colleges
IDENTIFIERS *Mount San Jacinto College CA
ABSTRACTThe Student Equity Plan developed by California's
Mount San Jacinto College (MSJC) is intended to assure equal accessof historically underrepresented and ethnic minority students whilemaintaining excellence in academic standards. This update providescurrent information on the goals and activities involved in the Plan.An executive summary reviews state legislation mandating thedevelopment of student equity plans, the goals and initiatives of thePlan, and student equity indicators used at MSJC. The second sectionprovides background information to the development of the plan, whilethe third provides tables of results from surveys of faculty, staff,and students regarding the campus climate. The fourth sectiondisctisses student access at MSJC, providing data on the percentagesof ethnic groups in the college service area and student body andsuggesting that the college's funding be increased in order toadequately serve all the students. Sections five through eight thenprovide data by ethnic group and gender on basic skills completion,successful course completion, degree and certificate completion, andtransfer. The final section describes MSJC's annual review model.Each section includes tables which detail the barriers pertaining tothat section, and implementation strategies for each barrier.(AJL)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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Mt. San Jacinto CollegeStudent Equity. Plan Update
U.S. DEPARTMENT OF EDUCATION.' "PERMISSION TO REPRODUCE THIS
Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION I
CENTER (ERIC)
his document has been reproduced aseived from the person or organization
originating it.O Minor changes have been made to improve
reproduction duality.
O
Points of view or opinions stated in this docu-ment do not necessarily represent officialOERI Oosition or policy.
D.R. Baylard
TO THE EDUCATIONAL RESOURCESn INFORMATION CENTER (ERIC)."
September 19962
BEST COPY AVAILABLE
AL San Jacinto ColleeeStudent faulty Flan
Update
Roy B. Mason II, Ph.D.Superintendent/President
Board of TrusteesEugene Kadow
Ann MotteKelly Roberts
Gwen SchlangeWayne Stuart
Submitted byMt. San Jacinto Community College
September 1996
3
Acknowledgments
Mt. San Jacinto College DistrictStudent Equity Committee
Co-Chairs
Superintendent/PresidentDr. Roy B. Mason
Vice President of Student ServicesMichael Tausig
Coordinator/CounselorDisabled Student Program
Debbi May
Committee MembersPamala Bowser, Counselor
Althaea Flicek, DSPKathi Jaffke, Human Resources
Mary Segreto, Student RepresentativeJoyce Thomas, EOPS
Juanita Velarde, Student Representative
Director of ResearchDana Reece Bay lard
4
I.
II.
Mt. San Jacinto CollegeStudent Equity Plan Update
Table of Contents
Executive Summary 1
Introduction and Background 3
III. Campus Climate 4
IV. Access 13
V. ESL/Basic Skills Completion 27
VI. Successful Course Completion 39
VII Degree and Certificate Completion 47
VIII. Transfer 52
IX. Annual Review Model 58
5
,9t is the mission ofMt. San Jacinto College toprovide excellent academic,career and life-long learningprograms in a student-centeredenvironment while meeting theneeds of the diverse communitiesand populations served, and to
promote the cultural and ethnicdiversity of students and staff.As a major community resource,the college also provides
programsfor personalenrichment and culturalopportunities foY theentire co
ADOPTED BY THE MT. SAN JACINTO COLLEGE BOARD OF TRUSTEES ON MAY 10. 1994
Executive Summary
LegislationThe Student Equity Policy adopted by the Board of Governors in September 1992 requiresdistricts in the community college system to develop student equity plans. The intent is toassure that the college population reflects the diversity of the college's demographic area andto increase the access, success, transfer, and completion of degrees and certificates ofhistorically underrepresented and ethnic minority students. During Spring 1993, theChancellor's Office of the California Community Colleges established regulations on studentequity, mandating the development of student equity plans. The definition of "Student Equity"can be found in Subchapter 4, section 54220, Division 6 of Title 5 of the California Code ofRegulations.
Goals and InitiativesThe majority of historically underrepresented students currently enrolled in higher educationare enrolled in community colleges. Consequently, the success of these students depends uponthe community college system's ability to retain and educate them. After seeking input fromall college sectors, the Student Equity Committee has identified barriers and set goals in orderto assure that all students and potential students of Mt. San Jacinto College, specifically thosewho have been historically underrepresented in higher education, feel welcome and have equalopportunities for educational success.
The Student Equity Plan Update addresses the following indicators: Campus Climate, Access,Basic Skills and ESL, Course Completion, Degrees and Certificates, and Transfer. Eachsection of the plan begins with a chart which includes and explains the research. Followingeach chart is a section entitled Research Implications which summarizes the data. Then theGoals are presented with charts which identify barriers, implementation strategies,accountability, timelines, resources, and evaluation benchmarks. To complete the review ofBarriers established by the College for the Student Equity Plan Update, all employees,departments, and committees named in the report received highlighted sections of the reportfor their review. Several follow-up reminders were then sent, as well as a generalmemorandum to all college employees allowing those not named in the reports' accountabilitysections to contribute.
The following goals serve as student equity indicators:
Campus Climate:To enhance the campus climate at MSJC so that all students and employees feelwelcome; To increase awareness of and sensitivity toward historically underrepresentedgroups among all students and employees
Access:To establish an ethnic distribution of enrollment that reflects the adult population of ourservice area by 2000; To increase college funding base so that all students, specificallyhistorically underrepresented students, have access to college
7
Basic Skills:To improve by 5% a year the percentage of students who successfully completethe degree-applicable course in English within six semesters of having completed thefinal ESL course; To improve by 5% a year the percentage of students whosuccessfully complete the degree-applicable course in English and math within sixsemesters of having completed the final basic skills course
Successful Course Completion:To increase completion rates by 5% a year for each historically underrepresentedgroup; To reduce the difference between all groups to a maximum of 10% by 2000; Tomaintain standards of rigor throughout the process
Degree and Certificate Completion:To increase the total number of degrees and certificates awarded by 10% a year;To ensure that the ethnic distribution of degree and certificate recipients is equal to theenrollments four years earlier
Transfer:To increase by 5% a year the number of students who transfer; To ensure that theethnic distribution of transfer students is within 2% of the enrollments four yearsearlier
The Student Equity Committee oversees efforts to achieve these goals.
ResourcesThe offices and departments responsible for the implementation of goals are responsible forseeking appropriate funding avenues for the achievement of these goals. The Student EquityCommittee monitors implementation, accountability, target completion dates, and evaluationbenchmarks.
ConclusionIt is the mission of Mt. San Jacinto College to provide excellent academic, career and life-longlearning programs in a student-centered environment while meeting the needs of the diversecommunities and populations served, and to promote the cultural and ethnic diversity ofstudents and staff. As a major community resource, the college also provides programs forpersonal enrichment and cultural opportunities for the entire community.
The Student Equity Plan reflects the college community's involvement in and commitment tothis purpose.
For additional information about Mt. San Jacinto College's Student Equity Plan, please contact Dana Reece Bay lard in theOffice of Research.
Introduction and Background
Plan DevelapmentThis plan exemplifies the collaborative work of representatives from all college constituencies,led by the Student Equity Committee, a committee comprised of students, faculty, staff, andmanagement. The initial charge of the committee was to develop a Student Equity Plan thatwould be reviewed and revised within the college's shared governance procedure.
Mt. San Jacinto College has designated student equity as a significant part of the ongoingplanning agenda coordinated by the Office of Research to insure wide range involvement of allsegments of the campus. The focus of the Student Equity Committee has been to assure equalaccess while maintaining excellence in academic standards.
Methadology_amLLimitationsThe State recommended student equity indicators were utilized to guide student equity researchat Mt. San Jacinto College. Research focused on area demographics, student bodydemographics, ESL and basic skills completion rates, successful course completion rates,degree and certificate completion rates, and transfer rates.
39
Campus Climate
Research ImplicationsThe California Postsecondary Education Commission (CPEC) published three documents (1990-1992) in which it examined the relationship between campus climate and student equity. Thesedocuments respond in part to Assembly Bill 4071 (Vasconcellos, 1988), which directed theCommission to investigate the feasibility of developing an educational assessment system forCalifornia higher education. CPEC recommends that all California institutions of higher educationassess campus climate as it relates to equity in order to assure that all historically underrepresentedstudents feel welcome and supported in their pursuit of educational advancement.
The purpose of Campus Climate research at Mt. San Jacinto College was to assess the extent towhich MSJC campuses provide a welcome and supportive environment for students of specialgroups. These groups include ethnic groups, racial groups, women, disabled students, and avariety of groups which were addressed less comprehensively, including gays and lesbians and agegroups.
In 1995, questionnaires were administered to students in two ways: by mail (former, current, andpotential students) and in classrooms (Summer, 1995). Questionnaires for full-time faculty andall staff were administered during the Fall Pre-College meeting (1995), and additional surveyswere distributed to all offices to assure that all staff were able to participate.
Additionally, a memorandum was sent to all managers, faculty, staff, ASB, and student clubsinviting suggestions for enhancing campus climate, and interviews were conducted of faculty andstaff who could provide additional information in relation to the assessment of campus climate.The suggestions generated by the interviews and memorandum were incorporated into theBarriers, Implementation Strategy, and Accountability sections of the report.
o
Research Summary
Questions:Does Mt. San Jacinto College provide a welcoming and supportive environment?
Do students experience bias?
Is the campus climate friendly and welcoming to faculty and staff?
Do faculty and staff (including administrators and managers) provide a friendly andwelcoming environment?
Conclusions:
Mt. San Jacinto College is a friendly and welcoming place for most students andfaculty according to questionnaire responses.
Most students from special groups expressed a need for further multi-culturalenrichment.
Significant discrepancies exist within faculty concerning demographic representation,equality for student groups, and sexist and racist behaviors.
A significant number of faculty respondents expressed a distinct disinterest in attendingworkshops concerning special groups.
A significant portion of staff respondents expressed that disparaging comments, sexistand racist behavior, and rude treatment existed within faculty, staff, andadministration.
Assessment of campus climate was more neutral for staff.
Goal: To enhance the campus climate at MSJC so that all students andemployees feel welcome.
Goal: To increase awareness of and sensitivity toward historicallyunderrepresented groups among all students and employees.
5
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ice
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rvic
esB
oard
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stee
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1995
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wilt
Stat
e /
1 nu
ent O
ffi.,
ials
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ng a
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rd o
f T
rust
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has
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rsed
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gisl
ativ
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. The
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ease
in f
undi
ngaw
arde
d to
MSJ
C h
as r
esul
ted
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ditio
nal h
ires
in f
acul
ty, s
taff
and
man
agem
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for
recn
iitm
ent
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rts
whi
ch r
esul
t in
a m
ore
dive
rse
appl
ican
t poo
l for
facu
lty/s
taff
/man
agem
ent
posi
tions
6.a
Subm
it jo
b op
port
unity
info
rmat
ion
toor
gani
zatio
ns/s
earc
h se
rvic
e or
gani
zatio
nsw
hich
sup
port
an
ethn
ical
ly d
iver
seap
plic
ant p
ool.
Que
ry o
ther
col
lege
s ab
out p
oten
tial s
ourc
esfo
r in
crea
sed
dive
rsity
in a
pplic
ant p
ool.
Mai
ntai
n A
ffir
mat
ive
Act
ion
reco
rds
whi
chat
test
to d
iver
sity
of
appl
ican
t poo
l.
6.b
Hum
an R
esou
rces
Hum
an R
esou
rces
6.c
Cur
rent
--
ongo
ing
6.d
Incr
ease
in e
thni
c di
vers
ityw
ithin
dis
tric
t em
ploy
ee p
opul
atio
n
Sp L
ug, 1
997
Cur
rent
ongo
ing
Cur
rent
--
ongo
ing
Rep
uct p
llit
.. y
-Huu
ait
Res
uuic
esG
reat
er e
mpl
oyee
div
ersi
ty
.1A
ff.«
iatia
e A
c,tiu
itA
ff 1
uU
i n I
MO
!G
reat
er e
mpl
oyee
div
ersi
tyO
ffic
e. H
uman
Res
ourc
es
BE
ST C
OPY
AV
AIL
AB
LE
,
.B
arri
ers
hnpl
emen
tatio
n St
rate
gy..
..,:,.
.
Acc
ount
abili
ty,
Tar
get b
ate:
:Eya
luat
iori
Bel
le M
arC
. Nee
d fo
r m
ore
ethn
ic7.
a R
evie
w c
ours
e of
feri
ngs
of o
ther
7.c
Spri
ng, 1
996
7.d
Rep
ort p
rese
nted
to7.
b S
ttee
AD
stud
ies
cultu
ral d
iver
sity
-co
llege
s.H
OC
Gro
upcr
eate
dR
epor
t to
beC
urri
culu
m C
omm
ittee
rela
ted
cour
ses
by th
e C
urri
culu
mpr
esen
ted
in F
all,
1996
Com
mitt
ee fu
i t L
is
pulp
use
Upd
ate
curr
icul
um to
incl
ude
grea
ter
All
acad
emic
dep
artm
ents
Fall,
199
5 --
Cou
rse
desc
ript
ions
:ou
tline
s an
ddi
vers
ity.
ongo
ing
colle
ge c
atal
og. U
nder
way
,tim
elin
e is
app
ropr
iate
.T
heA
ll ac
adem
ic d
epar
tmen
tsP
rogr
am R
evie
w m
odel
app
rove
dA
dd e
tluiic
stud
ies
cultu
ral d
iver
sity
-rel
ated
cour
ses
to c
urri
culu
m.
Cur
ricu
lum
Com
mitt
eefo
r th
e 96
/97
acad
emic
yea
rdi
rect
ly a
ddre
sses
div
ersi
ty in
eac
h
prog
ram
.
O
22
-::B
arri
ers
Impl
emen
tatio
n St
rate
gyA
ccou
ntab
ility
Tar
get D
ate
Eva
luat
ion
Ben
chm
arks
C. N
eed
for
bette
r8.
a Pr
ovid
e de
part
men
tal u
pdat
es f
or8.
b A
ll ar
eas/
depa
rtm
ents
8.c
Spri
ng, 1
996
8.d
Upd
ate
will
be
mai
ntai
ned
inco
mm
unic
atio
n co
llege
-wid
e.C
olle
ge-w
ide
effo
rts
toim
prov
e co
mm
unic
atio
nsco
ntin
ue. A
ll m
anag
ers
circ
ulat
ion
with
in th
e de
part
men
t (e.
g.,
polic
y ch
ange
s an
d m
eetin
g tim
es).
Prov
ide
depa
rtm
enta
l upd
ates
for
cir
cula
tion
All
area
s/de
part
men
ts
ongo
ing
Spri
ng, 1
996
--
depa
rtm
ent f
iles
Upd
ates
will
be
mai
ntai
ned
inat
tend
ed a
two-
day
retr
eat t
ode
velo
p an
d st
reng
then
com
mun
icat
ions
at t
hem
anag
emen
t lev
el. M
oreo
ver,
wee
kly
man
agem
ent m
eetin
gsno
w ta
ke p
lace
. The
Stu
dent
outs
ide
the
depa
rtm
ent (
e.g.
, dep
artm
ent
resp
onsi
bilit
ies
and
polic
y ch
ange
s).
Enh
ance
cou
rse
sche
dulin
g co
ordi
natio
nbe
twee
n ac
adem
ic d
epar
tmen
ts.
Off
ice
of I
nstr
uctio
nA
ll de
part
men
t cha
irs
ongo
ing
Fall,
199
6 --
ongo
ing
depa
rtm
ent f
iles
Off
ice
of h
IstI
nt -
ion
Rep
vit
Cou
rse
sche
dule
s
Ser
vice
s se
ctor
has
und
ergo
neIn
crea
se d
ialo
gue/
coor
dina
tion
betw
een
All
rela
ted/
inte
rdep
ende
ntSp
ring
, 199
6 --
Com
mun
icat
ions
bet
wee
nsi
gnifi
cant
reo
rgan
izat
ion
toen
hanc
e co
mm
unic
atio
n. A
llco
unse
lors
, inc
ludi
ngca
tego
rical
ly fu
nded
coun
selo
rs, a
re n
ow w
orki
ng
rela
ted/
inte
rdep
ende
nt d
epar
tmen
ts (
e.g.
,co
unse
ling
and
DSP
; cou
nsel
ing
and
acad
emic
facu
lty, D
SP a
nd f
acili
ties)
.
Prov
ide
both
cam
puse
s w
ith c
omm
unic
atio
n
depa
rtm
ents
adm
inis
trat
ion,
fac
ulty
,an
d st
aff
.
Off
ice
of th
e Pr
esid
ent
ongo
ing
Fall,
199
6
depa
rtm
ents
will
be
mai
ntai
ned
inde
part
men
t/are
a fi
les
Impl
emen
tatio
n of
com
mun
icat
ions
unde
r a
Div
isio
n D
irect
or.
The
Div
isio
n D
irect
or is
elec
ted
by th
e co
unse
ling
staf
fso
the
lead
ersh
ip is
res
pons
ive
both
to th
e co
unse
lors
and
toth
e ad
min
istr
atio
n.
tech
nolo
gy s
o th
at m
eetin
gs w
hich
invo
lve
both
cam
pus
pers
onne
l can
be
atte
nded
.
Prov
ide
stud
ents
with
dep
artm
enta
l/in
divi
dual
flo
w c
hart
in S
tude
nt H
andb
ook
so th
ey k
now
whe
re to
go
depe
ndan
t upo
nth
eir
need
s.
Bus
ines
s Se
rvic
es
Stud
ent S
ervi
ces
Fall,
199
6
syst
em.
Thi
s go
al h
as b
een
met
.
Stud
ent H
andb
ook
Prov
ide
depa
rtm
ent/a
rea
netw
ork
acce
ss.
Off
ice
of th
e Pr
esid
ent
Cur
rent
--
ongo
ing
Com
pute
r ad
dres
s fi
le.
Thi
s go
alha
s be
en m
et.
Hol
d ad
ditio
nal c
olle
ge-w
ide
func
tions
,w
orks
hops
, and
soc
ial a
ctiv
ities
that
invo
lve
staf
f an
d fa
culty
of
both
cam
puse
s so
that
Staf
f D
evel
opm
ent
Com
mitt
eeSp
ring
, 199
619
97--
ong
oing
Staf
f D
evel
opm
ent C
omm
ittee
Min
utes
shar
ed g
oals
and
inte
rest
s ca
n be
high
light
ed.
Flex
Com
mitt
eeFl
ex C
omm
ittee
Min
utes
23
...... Bar
rier
s.li
plet
hent
atio
n St
eate
gy.
.
Act
Oun
tabi
lity.
,T
arge
tA
te:::
::,,,.
,....
V.a
Ua
ion.
:: en
dith
arks
..C
. Nee
d fo
r ad
equa
te9.
a C
ontin
ue a
nd e
xpan
d fa
culty
/sta
ff9.
b9.
c C
urre
nt -
-9.
d C
olle
ge r
ecor
ds o
f ac
tiviti
esco
mpe
nsat
ion/
reco
gniti
on o
fre
cogn
ition
act
iviti
esC
olle
ge A
dmin
istr
atio
non
goin
gU
nder
way
MSJ
C s
taff
Off
ice
of th
e Pr
esid
ent
Foun
datio
n
Con
tinue
to a
sses
s/re
vise
as
need
ed s
taff
Col
lege
Adm
inis
trat
ion
Cur
rent
--
ongo
ing
Job
desc
ript
ions
. Und
erw
ay, t
ime
resp
onsi
bilit
ies
in a
ccor
danc
e w
ith
com
pens
atio
n (r
ecla
ssif
icat
ion)
.C
lass
ifie
d Se
nate
is a
ppro
pria
te.
Com
pens
ate/
reco
gniz
e st
aff
for
dutie
sC
olle
ge A
dmin
istr
atio
nFa
ll, 1
995
--Jo
b de
scri
ptio
nsbe
yond
reg
ular
ass
ignm
ent (
e.g.
, bili
ngua
lst
aff
who
pro
vide
ass
ista
nce
to n
on-E
nglis
hsp
eake
rs o
n be
half
of
othe
r
depa
rtm
ents
/are
as).
Cla
ssif
ied
Sena
teon
goin
gPa
yiol
l (aL
cess
ible
pen
ing
empl
oyee
pei
tniS
siuu
) T
his
topi
cne
eds
to b
e be
tter
focu
sed
on it
sim
pact
on
stud
ent e
quity
issu
es.
How
ever
, the
Dis
tric
t mad
e gr
eat
stri
des
in th
is a
rea
by a
dopt
ing
asi
ngle
une
d sa
lary
sch
edul
e in
Spri
ng 1
996.
Are
as s
uch
asad
ditio
nal p
ay f
or b
iling
ual s
taff
can
only
be
addr
esse
d in
the
nego
tiatin
g en
viro
nmen
t. In
addi
tion,
the
entir
e cl
assi
fica
tion
syst
em f
or c
lass
ifie
d st
aff
was
revi
ewed
, with
one
-hal
f of
the
pane
l com
ing
from
the
clas
sifi
edst
aff
rank
s.
C. N
eed
for
addi
tiona
l10
.a C
ontin
ue to
lobb
y fo
r al
loca
tion
of10
.b O
ffic
e of
the
10.c
Fal
l, 19
95 -
-10
.d C
orre
spon
denc
e w
ithst
affi
ng to
pre
vent
exc
essi
vefu
nds
whi
ch c
oord
inat
e di
stri
ctPr
esid
ent
ongo
ing
Stat
e /G
over
nmen
t Off
icia
lsem
ploy
ee s
tres
s an
d st
uden
tpo
pula
tion/
grow
th r
ate
with
FT
E.
Bus
ines
s Se
rvic
esfr
ustr
atio
nB
oard
of
Tru
stee
sIn
crea
se in
fun
ding
allo
catio
nT
he B
oard
of
Tru
stee
s ha
sen
dors
ed th
is M
SJC
legi
slat
ive
agen
da. T
he in
crea
se in
fun
ding
awar
ded
to M
SJC
has
res
ulte
d in
addi
tiona
l hir
es in
fac
ulty
, sta
ffan
d m
anag
emen
t.
2425
Student Access at MSJC
Access ResearchThe comparison of the percentage of each group that is enrolled to the percentageof each group in the adult population within the community served.
Area Population Percentages
Asian 2.93%
African American 3.42%
Hispanic 19.68%
Native American 1.24%
White 83.44%
Female 51.89%
Area population is based on projection of the 1990 census by zip codes within service area. As MSJC service area isdetermined by trustee areas (comprised of census tracts) instead of zip codes, these data cannot be considered entirelyrepresentative.
Hispanic grouping has been projected as an ethnicity and may therefore overlap with other race categories. Therefore,comparisons between area Hispanic population and MSJC Hispanic population cannot be considered entirely representative.Disabled data are unavailable.
Spring, 1995
MSJC.population Male ee:: : :Fmat To' Total
Asian 0.89% n=056 0.95% n=060 1.84% n=116
African American 1.76% n=111 1.52% n=096 3.29% n=207
Filipino 0.64% n=040 0.81% n=051 1.44% n=091
Hispanic 6.70% n=422 11.05% n=696 17.75% n=1118
Native American 0.86% n=054 1.62% n=102 2.48% n =156
White 24.43% n=1539 44.79% n=2821 69.23% n=4360
Pacific Islander 0.11% n=007 0.14% n=009 0.25% n=016
Disabled 1.89% n =119 2.56% n=161 4.44% n=280
Female 63% n=3996
MSJC Population represents Spring 1995 enrollment
11" = the total number of students
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students utilizing the Disabled Students Programand may therefore not be entirely representative.)
16
Research Implications, 1995California Community Colleges are designed to provide open access to all Californians who havegraduated from high school as well as those who have not graduated but who are 18 years of ageor older and can benefit from instruction. Mt. San Jacinto College, due to an enrollment capwhich did not'reflect its status as the second fastest growing district in the state, has been unableto adequately serve its community, which is growing rapidly and becoming increasingly diverse.According to projections of the 1990 census, the community Mt. San Jacinto College serves hasgrown by ten to twelve percent with a fairly even distribution by ethnicity and race.Consequently, ten to twelve percent of the population, regardless of ethnicity or race, has notbeen served. Due to increased funding for the 1996-97 year, Mt. San Jacinto College expects toexperience rapid growth and to begin to serve that population.
Although Mt. San Jacinto College's enrollment appears to reflect the diversity of the communityfairly well, the College is concerned that because of rapid growth in the service area, the censusprojection may not adequately reflect the diversity of the community. Funding limitationsimpacted outreach and recruitment efforts; however, the College is now working hard to expandthese efforts.
Community representation of Asians, when compared to college enrollment of Asians, Filipinos,and Pacific Islanders, is slightly below (.13%) their representation in the community. Hispanicsare 1.93% below their representation in the college; however, as Hispanic (as an ethnicity)overlaps with race categories, this number may not be entirely representative. Native Americansare represented at 1.24% above their numbers in the community. Women are represented at 12%above their numbers in the community.
Goal: To establish an ethnic distribution of enrollment that reflects theadult population of our service area by 2000
Goal: To increase college funding base so that all students, specificallyhistorically underrepresented students, have access to college
14
27
Spring, 1996
:MSJC Population e Female Total
Asian/Pacific Islander 1.04% n=60 1.14% n=66 2.18% n =126
African American 1.84% n =106 1.52% n=111 3..36% n=217
Filipino 0.85% n=49 0.83% n=48 1.68% n=97
Hispanic 7.44% n=430 11.15% n=644 18.59% n=1074
Native American 1.00% n=56 1.80% n =102 2.80% n =158
White 22.54% n=1302 42.76% n=2470 65.30% n=3772
Disabled 2.10% n=19 2.90% n =170 5.00% n=289
Female 60% n=3441
(MSJC Population) represents Spring 1996 enrollment
('h") = the total number of students
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students utilizing the Disabled Students Programand may therefore not be entirely representative.)
Research Implications, 1996Mt. San Jacinto College is still concerned that the census projection may not adequately reflectthe diversity of the community and is hence planning to incorporate additional factors into acensus projection slated for next year.
College representative of Asians and Pacific Islanders, African Americans, Filipinos, Hispanics,and Native Americans has risen slightly, with the greatest gains made by the Hispanic population(0.84%). The Disabled Student population has also increased slightly (0.56%). The gain inhistorically underrepresented students represents a 3.93% increase in diversity for the Collegestudent body.
While the College is pleased that it has made progress toward both of its Access goals, increasingstudent diversity and increasing the college funding base are still considered to be of primaryimportance.
15
28
AC
CE
SS
Bar
rier
sIm
plem
enta
tion
Stra
tegy
.
Acc
ount
abili
ty_
,.T
arge
t OA
tt.'
tvA
luat
iori
Ben
chm
arkg
-.
A. N
eed
for
incr
ease
d fu
ndin
gba
se/in
crea
sed
cour
seof
feri
ngs
so th
at d
istr
ict
popu
latio
n ca
n be
ade
quat
ely
serv
ed.
La
Con
tinue
to lo
bby
for
allo
catio
n of
fun
dsw
hich
coo
rdin
ate
dist
rict
pop
ulat
ion/
grow
thra
te w
ith F
TE
.
1.b
Off
ice
of th
ePr
esid
ent
Bus
ines
s Se
rvic
esB
oard
of T
rust
ees
1.c
Fall
1995
--
ongo
ing
1.d
ecn
iN
IL',
ence
-with
Stat
e/G
over
nmen
t-of
fici
als
Incr
ease
in fu
ndin
g al
loca
tion.
The
Boa
rd o
f Tru
stee
s ha
s en
dors
edth
is M
SJC
legi
slat
ive
agen
da. T
hein
crea
se in
fund
ing
awar
ded
toM
SJC
has
res
ulte
d in
an
addi
tiona
lba
se w
hich
will
allo
w th
e co
llege
tose
rve
its d
istr
ict p
opul
atio
n m
ore
adeq
uate
ly.
A. N
eed
for
bette
r te
leph
one
acce
ss to
bot
h co
llege
site
s an
dbe
twee
n si
tes
2.a
Wor
k w
ith te
leph
one
serv
ice
vend
or to
incr
ease
tele
phon
e sy
stem
cap
acity
2.b
Bus
ines
s Se
rvic
es2.
c Fa
ll, 1
995;
Fal
l, 19
972.
d C
onta
ct d
ocum
enta
tion
with
vend
or
Tel
epho
ne s
yste
m u
pdat
e.T
his
upgr
ade
has
take
n pl
ace.
How
ever
, add
ition
al u
pgra
ding
isne
cess
ary
to k
eep
pace
with
rap
idco
llege
gro
wth
.
A. N
eed
for
dist
rict
-wid
eT
.D.D
. tel
epho
ne s
yste
m3.
a W
ork
to s
ecur
e T
.D.D
. tel
epho
nesy
stem
3.b
Dis
able
d-St
uden
tSe
rvic
esC
ampu
s A
DA
3.c
Fall,
199
619
973.
d D
istr
ict-
wid
e T
.D.D
. tel
epho
nesy
stem
.D
SP
are
as h
ave
7DD
'sfo
r co
llege
/stu
dent
bus
ines
s ca
lls.
2.9
30
Bar
rier
sIm
plem
enta
tion
Stra
tegy
.
Acc
ount
abili
ty...
Tar
get :
Dat
e.
......
...:.:
::::
..E
valil
atio
n B
ench
mar
ks.
A. N
eed
for
addi
tiona
l sig
ns4.
a Pr
oduc
e-a-
Feas
ibili
ty-S
tudy
-tcr
exam
ine
4.b
Bus
ines
s-Se
rvic
es4.
d Fe
asib
ility
-stu
dy-o
n-bu
ildin
g4.
c-Fa
ll, 1
996
on c
ampu
s, m
ore
clea
rly
'ilai
lies'
orSt
uden
t-Se
rvic
esan
amee
-ori
deitt
ifie
rsde
sign
atio
rrof
-bui
ldin
gm
arke
d bu
ildin
gs, a
ndad
ditio
nal d
oors
with
labe
lsad
ditio
nal-
iden
tifie
rs r
.Pl
anni
ngC
--om
mitt
ee
Det
erm
ine
area
s/fu
ndin
g fo
r ad
ditio
nal s
igns
Bus
ines
s Se
rvic
esF
all,
1996
Add
ition
al s
igns
on
both
site
s.to
bot
h ca
mpu
ses
and
begi
n ad
ditio
nal s
ign
Stud
ent S
ervi
ces
Bui
ldin
gs o
n th
e S
an J
acin
toin
stal
latio
n.Pl
anni
ng-C
-om
mitt
eeF
acili
ties
Cam
pus
are
now
cle
arly
mar
ked
with
a b
uild
ing
num
ber
whi
chco
rres
pond
s w
ith th
e ro
omnu
mbe
rs w
ithin
the
build
ing.
The
Men
ifee
Val
ley
Cam
pus
need
s to
have
the
sam
e sy
stem
put
in p
lace
.
.St
rate
gik.
. Pla
rmin
g--D
ocum
ents
A. N
eed
for
bette
r m
arqu
ee5.
a C
oord
inat
e m
arqu
ee u
sage
on
the
SJC
5.b
Stud
ent-
Serv
ices
5.c
Spri
ng, 1
996
--5.
d In
form
atio
n O
ffic
er R
epor
t.us
age
or n
ew m
arqu
ee o
n SJ
Cm
id r
esea
rch
new
mar
quee
pos
sibi
litie
s.A
SBon
goin
gT
he P
ublic
Info
rmat
ion
Offi
ce h
asca
mpu
s; n
eed
for
mar
quee
for
MV
CIn
form
atio
n O
ffic
erta
ken
over
put
ting
up in
form
atio
non
the
sout
h m
arqu
ee. T
he n
orth
mar
quee
now
cov
ers
spor
ts, t
he a
rtga
llery
, spe
aker
s an
d ge
nera
ldi
stric
t eve
nts.
New
lette
rs a
rebe
ing
purc
hase
d to
rep
lace
thos
est
olen
or
brok
en.
Secu
re a
mar
quee
for
MV
C a
nd id
eally
aIn
form
atio
n O
ffic
erFa
ll, 1
998
Add
ition
al m
arqu
ee(s
) in
pla
ce. A
new
mar
quee
for
SJC
Fac
ilitie
sne
w S
JC m
arqu
ee a
nd a
n M
VC
mar
quee
are
def
inite
ly n
eede
d.T
he In
form
atio
n O
ffice
r is
wor
king
with
Fac
ilitie
s on
this
.
3132
arri
ers
Impl
emen
tatio
n St
rate
gyA
ccou
ntab
ility
Tar
get D
ate
Eva
luat
ion
Ben
chm
arks
A. N
eed
for
switc
hboa
rd6.
a D
esig
n an
d im
plem
ent a
met
hod
of6.
b In
form
atio
n O
ffic
er6.
c C
urre
nt -
-6.
d In
form
atio
n fo
rm.
The
Pub
licop
erat
or a
war
enes
s of
all
corr
espo
nden
ce b
etw
een
all o
ffic
es/a
reas
ASB
ongo
ing,
enh
ance
dIn
form
atio
n O
ffice
pro
vide
sco
llege
eve
nts/
activ
ities
and
ASB
, and
the
switc
hboa
rdsw
itchb
oard
son
bot
h ca
mpu
ses
with
info
rmat
ion
rece
ived
, mon
thly
cale
ndar
s of
eve
nts,
cop
ies
of n
ews
rele
ases
, etc
., to
kee
p cu
rren
t.E
ffort
to im
prov
e th
at is
ong
oing
,es
peci
ally
in th
e ar
ea o
f ath
letic
sw
here
wea
ther
and
oth
erci
rcum
stan
ces
chan
ge d
ates
and
loca
tions
of e
vent
s. A
n in
form
atio
nfo
rm e
xist
s fo
r us
e by
clu
bs,
grou
ps, a
nd d
epar
tmen
ts to
giv
ein
form
atio
n to
the
Pub
licIn
form
atio
n O
ffice
, whi
ch th
engi
ves
it to
the
switc
hboa
rds.
Iqfo
rmat
ion
can
be fu
nnel
edth
roug
h th
e P
ublic
Info
rmat
ion
Offi
ce to
sw
itch
boar
ds to
avo
idco
nfus
ion.
A. N
eed
for
mor
e ef
fect
ive
7.a
Prov
ide
asse
ssm
ent a
t all
area
hig
h7.
b St
uden
t Ser
vice
s7.
c Fa
ilrf9
967.
d R
ecru
ituie
ut O
ffic
es n
ew h
ue)
coor
dina
tion
amon
g hi
ghsc
hool
s.R
ecru
itmen
t-O
ffic
ercu
rren
t --
All
high
sch
ools
in th
e S
JC s
ervi
cesc
hool
and
com
mun
ity c
olle
gest
aff
and
facu
ltyC
ouns
elor
son
goin
gar
ea a
re b
eing
don
e ea
ch s
prin
g.M
VC
has
mad
e th
e of
fer
to a
ll its
high
sch
ools
and
will
do
Per
ris.
Coo
rdin
ate
incr
ease
d co
mm
unic
atio
nSt
uden
t Ser
vice
sR
eciu
it[ne
nt O
ffic
e R
epu,
tth
roug
h ac
tiviti
es/m
eetin
gs b
etw
een
high
Mee
tings
occ
ur r
egul
arly
bet
wee
nR
ecitr
itrue
ot O
ffic
essc
hool
and
com
mun
ity c
olle
ge s
taff
and
facu
lty.
Cou
nsel
ors
coun
selo
rs a
t the
two
leve
ls.
Mee
tings
/act
iviti
es b
etw
een
high
scho
ol a
nd c
omm
unity
col
lege
sta
ffan
d fa
culty
343.
3
..
Bie
rier
Ittit
ilem
enta
tiori
Ste
ateg
yhA
CC
Otin
tabi
lity.
.... :
.....
.....
Tae
ga D
ate.
....
.E*a
ltiat
ion,
enc
hitta
rks
A. N
eed
for
addi
tiona
l8.
a Se
ek a
venu
es f
or in
crea
sing
com
mun
ity8.
b St
uden
t Ser
vice
s8.
c Fa
ll, 1
997
--8.
dlu
i ii
iii
1 (n
ew li
ne)
know
ledg
e am
ong
com
mun
ityaw
aren
ess
of e
duca
tiona
l opp
ortu
nitie
s an
don
goin
gR
ey r
nitn
ieut
IC.
1R
eclu
itine
nt O
ffic
e R
epor
tm
embe
rs r
egar
ding
MSJ
Cco
mm
unity
act
iviti
es.
Publ
ic I
nfor
mat
ion
Rec
ords
. The
Cow
isel
uib
educ
atio
nal o
ppor
tuni
ties
and
Tec
h Pr
ep C
oord
inat
orPu
blic
Inf
orm
atio
n O
ffic
e ha
sco
mm
unity
act
iviti
esPu
blic
Inf
orm
atio
n O
ffic
erex
pand
ed it
s m
edia
and
oth
erou
tlets
to in
clud
e re
gion
alm
agaz
ines
and
rad
io, h
asen
hanc
ed r
elat
ions
with
med
iaw
ithin
the
dist
rict
, has
take
n pa
rtin
trad
e fa
irs
and
othe
r ev
ents
with
in th
e co
mm
uniti
es M
SJC
serv
ices
.
Coo
rdin
ate
com
mun
icat
ion
with
the
switc
hboa
rd s
o th
at in
com
ing
calls
reg
ardi
ngev
ents
/act
iviti
es a
re e
ffec
tivel
y ha
ndle
d.
Info
rmat
ion
Off
icer
Switc
hboa
rdC
urre
nt -
- on
goin
g,en
hanc
edT
he I
nfor
mat
ion
Off
icer
will
mai
ntai
ns a
file
on
com
mun
ityco
ntac
ts/p
ress
rel
ease
s an
d ar
ticle
s..
The
Pub
lic I
nfor
mat
ion
Off
ice
prov
ides
sw
itchb
oard
s on
bot
hca
mpu
ses
with
info
rmat
ion
rece
ived
, mon
thly
cal
enda
rs o
fev
ents
, cop
ies
of n
ews
rele
ases
,et
c., t
o ke
ep c
urre
nt. E
ffor
t to
impr
ove
that
is o
ngoi
ng, e
spec
ially
in th
e ar
ea o
f at
hlet
ics
whe
rew
eath
er a
nd o
ther
cir
cum
stan
ces
chan
ge d
ates
and
loca
tions
of
even
ts. A
n in
form
atio
n fo
rm e
xist
sfo
r us
e by
clu
bs, g
roup
s, a
ndde
part
men
ts to
giv
e in
form
atio
n to
the
Publ
ic I
nfor
mat
ion
Off
ice,
whi
ch th
en g
ives
it to
the
switc
hboa
rds.
Inf
orm
atio
n ca
n be
funn
eled
thro
ugh
the
Publ
icIn
form
atio
n O
ffic
e to
sw
itch
boar
dsto
avo
id c
onfu
sion
.
3536
Bar
rier
s.
.
linco
lem
enta
tion
Stra
tegy
Acc
ount
abili
ty..
:Tar
get D
ate
..:E
valn
atio
n B
ench
mar
ks...
,
A. N
eed
for
incr
ease
d'k
now
ledg
e am
ong
K-1
2st
uden
ts a
nd th
eir
pare
nts
rega
rdin
g co
llege
opp
ortu
nitie
san
d th
e hi
gher
edu
catio
nsy
stem
9.a
Prov
ide
K-1
2 st
uden
ts a
nd th
eir
pare
nts
Col
lege
Nig
ht p
rogr
ams
at a
rea
high
scho
ols
Prov
ide
Ope
n H
ouse
for
K-1
2 st
uden
ts a
ndth
eir
pare
nts
to to
ur c
ampu
s, m
eet s
taff
and
facu
lty, a
nd le
arn
of c
olle
ge o
ppor
tuni
ties
and
offe
ring
s.
Seek
gra
nt f
undi
ng to
incr
ease
out
reac
h.
9.c
Falir
.f99
7C
urre
nt -
-on
goin
g
.9.
b R
Gcl
i,;tn
lcllt
Off
icer
Cou
nsel
ors
Are
a H
igh
Scho
ols
9.d
Off
ices
vi
Ruc
initi
nent
Off
ice
Ref
/cut
Cou
nsel
ing
Off
ice
Rec
ords
. We
now
pro
vide
:1)
A C
olle
ge D
ay o
n ca
mpu
s fo
rju
nior
s an
d se
nior
s w
here
we
and
colle
ge r
epre
sent
ativ
es f
rom
oth
ersc
hool
s ar
e av
aila
ble.
2) I
nvita
tions
to 5
th g
rade
rs to
com
e an
d to
ur3)
We
have
als
o as
ked
the
pres
iden
t to
desi
gnat
e a
scho
ol d
ay(m
id-w
eek,
spr
ing)
as
a fa
culty
in-
serv
ice
day
for
an o
pen
hous
e.T
hen
all f
acul
ty a
nd s
taff
wou
ld b
ehe
re a
nd a
vaila
ble
for
moc
kcl
asse
s.
Rec
iuitn
lcnt
Off
iul
Cou
nsel
ors
Inst
ruct
iona
l Fac
ulty
Are
a H
igh
Scho
ols
Off
ice
of R
esea
rch
Fail,
199
7 C
urre
nt--
ong
oing
RIl
ritu
lellt
Off
icer
(ne
w h
ole)
Rec
ruiti
nellt
Off
ice
Rup
ult
Fund
ing/
gran
t rec
ords
Res
earc
h an
d D
evel
opm
ent R
epor
t.St
uden
t Ser
vice
s or
its
desi
gnat
edco
mm
ittee
will
pro
vide
a r
epor
t of
its f
indi
ngs.
Thr
ee g
rant
s an
d on
eco
nsor
tium
gra
nt h
ave
been
subm
itted
thro
ugh
the
Off
ice
ofR
esea
rch.
Oth
ers
are
in p
rogr
ess.
Spi j
ug, 1
996
Cur
rent
--
ongo
ing
Dea
n of
Dev
elup
itiet
itIn
stitu
tiona
l Adv
ance
men
t
A. N
eed
for
incr
ease
dre
crui
tmen
t eff
orts
/out
reac
h10
.a C
olle
ge N
ight
/Ope
n H
ouse
(Se
e A
.9.
a).
Seek
gra
nt f
undi
ng to
incr
ease
out
reac
h.
10.b
Stu
dent
Ser
vice
sR
ecru
itmen
t Off
icer
Off
ice
of R
esea
rch
Dea
n of
Dev
elop
nleu
tIn
stitu
tiona
l Adv
ance
men
t
10.c
Fal
l199
-7C
urre
nt -
- on
goin
g
Cur
rent
ongo
ing
10.d
Rec
ruitm
ent O
ffic
e R
epor
t
Res
earc
h an
d D
cvel
opul
eut
Rep
uit U
pdat
e. T
hree
gra
nts
and
one
cons
ortiu
m g
rant
hav
e be
ensu
bmitt
ed th
roug
h th
e O
ffic
e of
Res
earc
h. O
ther
s ar
e in
pro
gres
s.
BE
ST C
OPY
AV
AIL
AB
LE
Bar
rier
sIm
plem
enta
tion
Stra
tegy
AC
coim
itabi
lity
Tar
get
Eva
luat
ion
Ben
chm
arks
A. N
eed
for
stud
ents
to f
eel a
grea
ter
sens
e of
bel
ongi
ng o
r"m
atte
ring
" to
MSJ
Cco
mm
unity
12.a
Dev
elop
an
inte
rnal
fol
low
-up
syst
emfo
r ne
w/a
t ris
k st
uden
ts th
at ta
kes
plac
epr
ior
to f
irst
cen
sus.
Des
ign
and
impl
emen
t men
tori
ng s
yste
m f
orne
w/a
t ris
k st
uden
ts.
Prov
ide
stud
ents
with
a b
ookm
ark
listin
g al
lar
ea/d
epar
tmen
t per
sonn
el a
nd th
eir
resp
onsi
bilit
ies
and
phon
e nu
mbe
rs.
Prov
ide
Stud
ent H
andb
ooks
in S
tude
ntSe
rvic
es a
nd A
dmis
sion
s an
d R
ecor
dsof
fice
s.
Seek
stu
dent
inpu
t on
offi
ce/a
rea
orga
niza
tion.
12.b
Stu
dent
Ser
vice
sO
ffic
e of
Res
earc
h12
.c F
all,
f997
1998
--
ongo
ing
Fall,
199
7 --
ongo
ing
Fall,
199
6 --
ongo
ing
Fall,
199
6 --
ongo
ing
Fall,
199
7 --
ongo
ing
12.d
Fol
low
-up
syst
em d
esig
ned
and
in p
lace
.T
his
proc
ess
is n
ow u
nder
way
inth
e O
ffic
e of
Res
earc
h.
Men
tori
ng s
yste
m d
esig
ned
and
inpl
ace
Boo
kmar
k
Stud
ent h
andb
ooks
in d
esig
nate
dar
eas
Stud
ent E
quity
Rep
ort
Inst
itutio
nal R
esea
rch
Upd
ate.
In p
rogr
ess/
timel
ine
isap
prop
riat
e.
hstiu
ctiv
nal F
ai.,u
lty
Stud
ent S
ervi
ceIn
stru
ctio
nal F
acul
ty
Stud
ent S
ervi
ces
Stud
ent S
ervi
ces
Stud
ent S
ervi
ces
Off
ice
of R
esea
rch
A. N
eed
for
incr
ease
din
terc
ampu
s co
ordi
natio
n of
curr
icul
um-b
ased
and
stu
dent
serv
ices
pro
gram
s
13.a
Est
ablis
h a
proc
ess
to d
evel
op s
tude
ntaw
aren
ess
and
know
ledg
e of
voc
atio
nal a
ndce
rtif
icat
e pr
ogra
ms
(cla
ssro
ompr
esen
tatio
ns, i
nfor
mat
ion
tabl
es, e
tc...
).
Est
ablis
h a
com
pute
rize
d sy
stem
to id
entif
yan
d m
onito
r st
uden
t pro
gres
s an
d to
faci
litat
e th
eir
tran
sitio
n fr
om n
on-c
redi
t to
cred
it co
urse
s.
13.b
Tec
h-Pr
epC
oord
inat
orSt
uden
t Ser
vice
sFa
culty
Off
ice
of R
esea
rch
Stud
ent S
ervi
ces
13.c
Fal
l, 19
9719
98 -
- on
goin
g13
.d T
ech-
Prep
Rep
ort
Incr
ease
d tr
ansf
er r
ate
from
nonc
redi
t to
cred
it co
urse
s
Inst
itutio
nal R
esea
rch
Upd
ate
Mat
iicul
atiu
u D
uc,u
meu
tatiu
itC
urre
ntly
und
er a
sses
smen
t.
A. N
eed
for
asse
ssm
ent o
fvo
catio
nal c
ours
e of
feri
ngs
inre
latio
n to
com
mun
ity n
eeds
14.a
Ass
ess
the
com
mun
ity a
nd p
rese
ntvo
catio
nal c
ours
e of
feri
ngs
base
d on
rese
arch
fin
ding
s.
14.b
Off
ice
of I
nstr
uctio
n14
.c F
all,
1997
--
ongo
ing
14.d
lip R
cpoi
t
Inst
itutio
nal R
esea
rch
Upd
ate.
Und
erw
ay, i
n pr
ogre
ss. T
imel
ine
is a
ppro
pria
te.
1- 'o
p C
ooi l
ivat
orO
ffic
e of
Res
earc
hD
ean
of I
nstr
uctio
n/V
ocat
iona
l Edu
catio
n
3940
N.) 4i
Bar
rier
s: .
Impl
emen
tatio
n St
rate
gyA
ccou
ntab
ility
Tar
get D
ate
:-.
:.:.:'
::.::i
::::i:
:::ii:
:::;i:
::':':
.:::::
:i?i..
::::::
.:::::
P:',.
.j::::
:::.-
.--
Eva
luat
ion
Ben
chm
arks
A. N
eed
for
addi
tiona
l,on
goin
g re
sear
ch o
f ar
eade
mog
raph
ics/
stud
ent b
ody
dem
ogra
phic
s
15.a
Con
duct
ong
oing
res
earc
h of
are
ade
mog
raph
ics/
stud
ent b
ody
dem
ogra
phic
san
d pr
ovid
e fi
ndin
gs to
Stu
dent
Ser
vice
s,In
stru
ctio
n, a
nd C
omm
unity
Edu
catio
n.
15.b
Off
ice
of R
esea
rch
15.c
Spr
ing,
199
7 -
- on
goin
g15
.d I
nstit
utio
nal R
esea
rch
Rep
ort
Stud
ent E
quity
Rep
ort
Des
ign
is in
pro
gres
s. T
imel
ine
isap
prop
riat
e.
A. N
eed
for
info
rmat
ion
diss
emin
atio
n/te
leph
one
serv
ices
in S
pani
sh
16.a
Ass
ess
area
s/de
part
men
ts/ p
rogr
ams
ofne
ed.
Wor
k w
ith te
leph
one
serv
ice
vend
or to
disc
uss
impl
emen
tatio
n of
pho
ne s
ervi
ce in
Span
ish
in d
esig
nate
d ar
eas.
16.b
Stu
dent
Ser
vice
s-
or -
Des
igna
ted
Com
mitt
ee
Bus
ines
s Se
rvic
es
16.c
Fal
l, 19
96
Fall,
199
7
16.d
Stu
dent
Ser
vice
s or
its
desi
gnat
ed c
omm
ittee
will
pro
vide
a re
port
of
its f
indi
ngs
Est
ablis
hmen
t of
phon
e se
rvic
es in
Span
ish
A. N
eed
for
addi
tiona
lSp
anis
h-sp
eaki
ng s
taff
17.a
Req
uest
all
stud
ent-
cont
act
area
s/de
part
men
ts/p
rogr
ams
to a
sses
s ne
edof
Spa
nish
spe
aker
s.
17.b
Stu
dent
Ser
vice
s17
.c S
prin
g, 1
996
17.d
Stu
dent
Ser
vice
s m
emo
to a
llst
uden
t-co
ntac
t are
as/
depa
rtm
ents
/pro
gram
sSt
uden
t Ser
vice
s ha
s be
gun
usin
g'b
iling
ual i
n E
nglis
h an
d Sp
anis
hde
sira
ble"
in a
ll jo
ban
noun
cem
ents
.
Aie
as/d
epar
tinei
its/p
iogi
anis
will
pie
sent
MI
ale
Sep
aitio
el, b
SUM
Ille
l , 1
996
Fall,
199
7 --
ongo
ing
Fall,
199
6
All
SW e
llt-t
AJ1
1 ac
t aie
as/
thei
l pi l
ul it
iLed
fui
diiig
s H
i WI
itiiig
to1.
710g
1 al
llb
Col
lege
Adm
inis
trat
ion
Hum
an R
esou
rces
Stud
ent S
ervi
ces
de1r
aitii
ieut
s/pi
ugiiu
us' W
I itt
eil
Stud
ent
Hir
e, r
eass
ign,
or
trai
n st
aff
as n
eede
d.
Prov
ide
all s
tude
nt c
onta
ct o
ffic
es w
ith a
list
of S
pani
sh s
peak
ing
pers
onne
l who
can
assi
st th
em u
ntil
addi
tiona
l hir
es/tr
aini
ng is
com
plet
e.
fuid
iiigs
Hir
ing
reco
rds/
Tra
inin
g pr
ogra
min
pla
ce. T
he p
rim
ary
need
for
Span
ish
spea
king
em
ploy
ees
is a
tfr
ont c
ount
ers
and
on te
leph
ones
whe
re c
omm
unity
mem
bers
mak
eth
eir
firs
t con
tact
with
the
colle
ge.
Thi
s is
gra
dual
ly ta
king
pla
ce a
sne
w s
taff
are
hir
ed.
Lis
t of
cont
act p
erso
nnel
that
incl
udes
pro
cedu
ral o
utlin
e
Bar
rier
sIi
ntile
itlen
tatio
Stra
tegy
Acc
onnt
abili
ty: !
..T
arge
t Dat
eE
valu
atio
n B
ench
mar
A. N
eed
for
incr
ease
d co
llege
-w
ide
use
of m
ultip
le m
easu
res
for
stud
ent p
lace
men
t
18.a
Eng
lish
and
Mat
h D
epar
tmen
ts w
illw
ork
with
Stu
dent
Ser
vice
s to
ass
ess
plac
emen
t tes
ts a
nd r
evis
e as
nee
ded
18.b
Stu
dent
Ser
vice
sE
nglis
h D
epar
tmen
tM
ath
Dep
artm
ent
18.c
Fal
l, 19
9718
.d R
epor
t of
depa
rtm
ent f
indi
ngs
Rev
ised
ass
essm
ent t
ests
(as
need
ed)
A. N
eed
for
incr
ease
din
stitu
tiona
l inp
ut to
orie
ntat
ion
and
regi
stra
tion
proc
esse
s
19.a
Exp
and
mul
ti-lin
gual
com
mun
icat
ion
capa
bilit
ies
(see
#14
& 1
5).
Mai
ntai
n re
gist
ratio
n op
enin
gs f
or a
ll sp
ecia
lgr
oups
(i.e
., E
OPS
, CA
RE
, dis
able
d, e
tc.)
Ass
ess
need
and
incr
ease
cre
dit c
ours
eof
feri
ngs
for
limite
d E
nglis
h sp
eaki
ngst
uden
ts.
Impr
ove
coor
dina
tion
betw
een
facu
lty a
ndst
aff
rega
rdin
g op
en c
lass
es, s
peci
al c
ours
eop
port
uniti
es f
or s
tude
nts,
and
occ
upat
iona
ltr
aini
ng/C
omm
unity
Ed.
cou
rses
.
19.b
Stu
dent
Ser
vice
sB
usin
ess
Serv
ices
Stud
ent S
ervi
ces
Off
ice
of I
nstr
uctio
nD
ean
of A
dmis
sion
s an
dR
ecor
ds
Off
ice
of I
nstr
uctio
nO
ffic
e of
Res
earc
h
Stud
ent S
ervi
ces
Off
ice
of I
nstr
uctio
nC
omm
unity
Edu
catio
n
19.c
Fal
l, 19
97
Ong
oing
Spri
ng, 1
997
--on
goin
g
Fall,
199
6 --
ongo
ing,
enh
ance
d
1
19.d
Exp
ansi
on o
f co
mm
unic
atio
nca
pabi
litie
s. U
nder
way
. Tim
elin
eis
app
ropr
iate
.
Stud
ent S
ervi
ces
repo
rt o
f fi
ndin
gs(s
ee A
.14
a& 1
5).
Reg
istr
atio
n op
enin
gs in
pla
ce
Inst
itutio
nal R
esea
rch
Upd
ate
Cur
ricu
lum
Com
mitt
ee M
inut
esR
esea
rch
desi
gn is
und
erw
ay.
Tim
elin
e is
app
ropr
iate
for
asse
ssm
ent.
For
cour
se a
ppro
val:
Fall,
199
7.
Coo
rdin
atio
n el
emen
ts in
pla
ce
A. N
eed
for
mor
e in
form
atio
nab
out r
eten
tion
fact
ors
20.b
Off
ice
of R
esea
rch
20.c
Spr
ing,
199
6 -
- on
goin
g20
.d I
nstit
utio
nal R
esea
rch
Upd
ate.
Und
erw
ay. T
imel
ine
isap
prop
riat
e.
20.a
Per
form
iitia
l and
luug
itudi
nal s
tudi
esex
amin
ing
rete
ntio
n fa
ctor
s.
Mat
iicul
atiu
n D
ot.,t
uneu
tutiu
u
43
44
Bar
rier
sIm
plem
enta
tion
Stra
tegy
Acc
ount
abili
tyT
arge
t Da
e..
.
va n
atio
n'en
chin
arks
A. N
eed
for
incr
ease
d le
vels
21.a
Inc
reas
e ou
trea
ch e
ffor
ts (
see
#9 a
nd21
.b S
tude
nt S
ervi
ces
21.c
Fal
l, 19
97 -
-21
.d R
ecru
itmen
t Off
ice
Rep
ort
of a
cces
s/ed
ucat
iona
lop
port
uniti
es f
or v
ario
usun
derr
epre
sent
ed g
roup
s
#10)
.C
ouns
elor
sIn
stru
ctio
nal F
acul
tyon
goin
g
Dev
elop
bili
ngua
l res
ourc
e lis
t to
prov
ide
bilin
gual
ser
vice
s to
stu
dent
s.St
uden
t Ser
vice
sFa
ll, 1
997
Res
ourc
e L
ist
Seek
gra
nt f
undi
ng a
nd r
esea
rch
outr
each
prog
ram
s to
ass
ist t
he C
olle
ge in
Off
ice
of R
esea
rch
Dea
n of
Dev
elop
men
tFa
ll, 1
997
Spri
ng,
1996
--
ongo
ing
Res
earc
h a,
iil D
evu
opul
ent R
epv,
tU
pdat
e.re
crui
tmen
t/ret
entio
n of
his
tori
cally
unde
rrep
rese
nted
stu
dent
s.In
stitu
tiona
l Adv
ance
men
tFu
ndin
g/gr
and
reco
rds.
Thr
eegr
ants
and
one
con
sort
ium
gra
ntha
ve b
een
subm
itted
thro
ugh
the
Off
ice
of R
esea
rch.
Mor
e ar
eun
derw
ay.
Est
ablis
h PU
EN
TE
on
the
MV
C c
ampu
s.C
ouns
elin
g D
epar
tmen
tFa
ll, 1
996
PUE
NT
E P
rogr
am in
pla
ce.
Eng
lish
Dep
artm
ent
Thi
s go
al h
as b
een
acco
mpl
ishe
d.T
he P
UE
NT
E p
rogr
am is
in p
lace
on th
e M
enif
ee C
ampu
s an
d th
eC
olle
ge p
lans
to e
stab
lish
the
prog
ram
on
the
San
Jaci
nto
Cam
pus.
Dev
elop
par
tner
ship
s w
ith a
genc
ies
serv
ing
disa
bled
citi
zens
to c
ondu
ct o
utre
ach
to th
eco
mm
unity
dis
able
d po
pula
tion.
Dis
able
d St
uden
t Ser
vice
sFa
ll, 1
996
Dis
able
d St
uden
t Ser
vice
s R
epor
t
Prod
uce
vide
os a
bout
the
Col
lege
and
its
Stud
ent S
ervi
ces
Fall,
199
7V
ideo
s. T
he P
ublic
Inf
orm
atio
npr
ogra
ms
and
serv
ices
. Dis
trib
ute
vide
osC
ouns
elor
sO
ffic
e ha
s pr
epar
ed a
pro
posa
l for
thro
ugho
ut th
e se
rvic
e ar
ea to
eth
nic
vari
ous
type
s of
vid
eos,
dep
endi
ngR
ecn,
itine
ut1.
.eco
mm
unity
and
cul
tura
l cen
ters
, pub
liclib
rari
es, a
nd h
igh
scho
ol c
ente
rs.
Info
rmat
ion
Off
icer
on th
e au
dien
ce. T
he ta
rget
dat
e is
appr
opri
ate,
giv
en b
udge
t and
prop
osal
app
rova
l.
Est
ablis
h a
pilo
t men
tori
ng p
rogr
am w
ithSt
uden
t Ser
vice
sFa
ll, 1
997
Rec
rait,
ueut
Off
ice
Rep
ort.
min
ority
mem
bers
of
the
com
mun
ity,
facu
lty, s
taff
, and
stu
dent
s to
pro
vide
supp
ort a
nd r
ole
mod
els
(see
#10
).
Men
tori
ng P
rogr
am in
pla
ce.
Rec
raitu
ieut
OfG
c,ei
Facu
ltyC
omm
unity
Org
aniz
atio
ns
Bar
rier
sIn
iple
men
tatit
itt, S
trat
egy
, AC
cOun
tabi
lity
: Tar
get .
0ate
:E
valu
atio
n B
enC
limar
A. N
eed
for
incr
ease
d di
sabl
ed22
.a I
nsta
ll an
ele
ctri
c do
or o
r be
ll fo
r D
SP22
.b S
tude
nt S
ervi
ces
22.c
Fal
l, 19
9822
.d E
lect
ric
door
or
bell
in p
lace
.st
uden
t acc
ess
to c
olle
gefa
cilit
ies
build
ing
entr
y po
ints
.D
isab
led
Stud
ent S
ervi
ces
Faci
lity
chan
ges
bein
g co
nsid
ered
prov
ide
bette
r ac
cess
.
Cre
ate
DSP
test
ing
spac
e at
MV
C.
Stud
ent S
ervi
ces
Dis
able
d St
uden
t Ser
vice
sFa
ll, 1
997
Tes
ting
spac
e de
term
ined
and
utili
zed.
Fac
ility
cha
nges
bei
ngco
nsid
ered
pro
vide
bet
ter
acce
ss.
A. N
eed
for
met
hods
to a
ssis
tst
uden
ts f
rom
low
23.a
Inc
reas
e st
uden
t and
fac
ulty
aw
aren
ess
of g
rant
fun
ding
/fin
anci
al a
id a
vaila
bilit
y by
23.b
Dea
n of
Dev
elop
men
t23
.d U
pdat
ed g
rant
info
rmat
ion
inlib
rari
es23
.c T
all,
Spri
ng, 1
997
soci
oeco
nom
ic b
ackg
roun
ds to
plac
ing
gran
t inf
orm
atio
n in
bot
h ca
mpu
sIn
stitu
tiona
l Adv
ance
men
ton
goin
gbe
com
e aw
are
of c
olle
ge a
s an
optio
n, to
enr
oll i
n co
llege
,an
d to
suc
ceed
in c
olle
ge
libra
ries
and
by
prov
idin
g fu
ndin
g up
date
sto
fac
ulty
.Fi
nanc
ial A
id
Prov
ide
addi
tiona
l ass
ista
nce
with
gra
ntFi
nanc
ial A
idFa
ll, 1
996
--Fu
ndin
g/gr
ant r
ecor
dsfu
ndin
g/fm
anci
al a
id a
pplic
atio
n pa
cket
s.A
SB S
tude
nt V
olun
teer
son
goin
g, p
endi
ng
Seek
gra
nd f
undi
ng to
incr
ease
acc
ess
toD
ean
of D
evel
upill
ent
Fall,
199
6 --
Incr
ease
d gr
ant a
pplic
atio
ns/g
rant
colle
ge f
or s
tude
nts
from
low
soc
ioec
onom
icIn
stitu
tiona
l Adv
ance
men
ton
goin
gfu
ndin
g. T
hree
gra
nts
and
one
back
grou
nds.
Facu
ltyco
nsor
tium
gra
nt h
ave
been
subm
itted
thro
ugh
the
Off
ice
ofR
esea
rch.
Mor
e ar
e un
derw
ay.
Res
earc
h pr
ogra
ms
desi
gned
to r
ecru
it an
dac
clim
ate
non
trad
ition
al s
tude
nts
to th
eD
ean
of D
evel
opul
ent
Inst
itutio
nal A
dvan
cem
ent
Fail-
;--f
99-7
Spr
ing,
1996
ongo
ing
Inst
itutio
nal R
esea
rch
Upd
ate
Fund
ing/
gran
t rec
ords
. Gra
nts
are
colle
ge e
nvir
onm
ent.
Off
ice
of R
esea
rch
unde
rway
. Pro
gram
res
earc
hde
laye
d un
til D
ean
of I
nstit
utio
nal
Adv
ance
men
t hir
ed.
Exp
and
child
care
fac
ilitie
s an
d ac
cess
at
Stud
ent S
ervi
ces
Fall,
199
9E
stab
lishm
ent o
f M
VC
fac
ilitie
s;SJ
C, a
nd e
stab
lish
child
care
fac
ilitie
s at
Chi
ldca
re C
ente
rin
crea
sed
SJC
hou
rs/e
mpl
oyee
s.M
VC
.T
his
stra
tegy
is a
ppro
pria
te, a
ndfu
ndin
g ha
s be
en a
ppro
ved
bySa
cram
ento
.
Bar
rier
s.:.
.:I
mpl
emen
tatio
n :S
trat
egy
.
Acc
ount
abili
tyT
arge
t Dat
e:E
valU
atio
n-B
ench
mar
ks
A. N
eed
for
incr
ease
d st
udy
skill
s /c
olle
ge li
fe a
mon
gin
com
ing
stud
ents
in g
ener
al,
spec
ific
ally
his
tori
cally
unde
rrep
rese
nted
and
stu
dent
sfr
om lo
w s
ocio
econ
omic
back
grou
nds
24.b
Sub
co«u
u;ttr
e24
.c S
prin
g, 1
996
1997
Fall,
199
7
Fall,
199
7
24.a
Res
eaiL
h fe
asib
ility
of
eg
a11
Skal
lege
life
24.d
Rep
ort p
iepi
ued
bySu
bcuu
unitt
ee. C
ours
e C
atal
og.
The
res
truc
turi
ng o
f E
nglis
hof
feri
ngs
to a
fou
r un
it fo
rmat
will
adva
nce
thes
e go
als
mor
eef
fect
ivel
y. T
here
fore
, cou
rse
wor
kdu
plic
atio
n in
the
Rea
ding
pro
gram
and
Gui
danc
e of
feri
ngs
will
not
occu
r.
Rep
ort p
repa
red
by th
e O
ffic
e of
Inst
ruct
ion.
Und
erw
ay. T
heco
llege
has
sub
mitt
ed a
gra
nt,
curr
ently
und
er c
onsi
dera
tion,
toad
dres
s th
ese
area
s.
num
d u
ly u
n ui
stu
dy b
esta
blis
hed
by th
esk
ills
C.U
111S
e te
am ta
ught
by
eti i
nStiu
utiu
nal
Aca
deuu
c Se
nate
Eng
lish
Dep
artm
ent
Off
ice
of I
nstr
uctio
n
Dea
n of
Ins
truc
tion
facu
lty a
nd L
ouus
elui
b: R
estr
uctu
re E
nglis
hco
urse
off
erin
gs to
a f
our
unit
form
at.
Incr
ease
lab
hour
s.
Incr
ease
tuto
r ac
cess
at M
VC
.
4950
Basic Skills Completion Rates at MSJC
Basic Math Completion Rates Research, Spring 1995The percentage of students who completed the degree-applicable course (Math90) within two semesters of having completed the final basic skills course(Math 51).
Population 1992 enrolled % in Math 51 % in Math 90
Asian 1.92% n=175 8.0% n=14 35.7% n=05
African American 2.66% n=243 16.1% n=39 30.8 n=12
Filipino 0.93% n=085 25.9% n=22 22.7% n=05
Hispanic 19.18% n=1751 13.3% n=233 31.8% n=74
Native American 2.57% n=235 25.1% n=59 22.0% n=13
White 68.10% n=6215 26.3% n=1072 46.2% n=383
Pacific Islander 0.26% n=024 12.5% n=03 66.7% n=02
Disabled 0.02% n=193 0.0% n=0 0.0% n=0
Females 62.94% n=5738 19.82% n=1137 35.62% n=405
1992 enrolled signifies opening course enrollment
% in Math 51 represents a subset of 1992 enrolled: students who enrolled in Math 51 during their academic career
% in Math 90 represents the subset of % in Math 51 enrolled who completed Math 90 within two semesters of havingtaken Math 51
"n" = the total number of students
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students utilizing the Disabled Students Programand may therefore not be entirely representative.)
5127
Basic English Completion Rates Research, Spring 1995The percentage of students who completed the degree-applicable course(English 98) within two semesters of having completed the final basic skillscourse (English 60;64).
ii Population . 1992 enrolled % Eng. 60/64 % Eng. 98
Asian 1.92% n =175 39.4% n=69 23.2% n=16
African American 2.66% n=243 20.6% n=50 32.0% n=16
Filipino 0.93% n=085 38.8% n=33 30.3% n=10
Hispanic 19.18% n=1751 19.6% n=343 27.4% n=94
Native American 2.57% n=235 20.4% n=48 25.0% n=12
White 68.10% n=6215 12.1% n=754 32.5% n=245
Pacific Islander 0.26% n=024 12.5% n=3 33.3% n=1
Disabled 0.02% n =193 0.0% n=0 0.0% n=0
Female 62.94% n=5738 15.68% n=900 23.0% n=207
1992 enrolled signifies opening course enrollment
% Eng. 60/64 represents a subset of 1992 enrolled: students who enrolled in English 60 during their academic career
% English 98 represents the subset of % Eng. 60/64 students who completed English 98 within two semesters of havingtaken either English 60 or English 64
"n" = the total number of students
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%)
52
28
Research Implications, 1995Successful completion rates in ESL/basic skills courses are an important indicator of studentsuccess, specifically for historically underrepresented student populations. Statewide basic skillscourse completion rates tend to be lower than completion rates in all other course work areas.According toMeacnres (April, 1995), Statewide completion rates were 4.4% for ESL courses and 9.3% forremediation/basic skills courses for Fall 1992. Presumably, the statewide rates for successfulcompletion of degree-applicable course work in the discipline within a given number of semestersof having completed the final basic skills course would be significantly lower. Mt. San JacintoCollege found that the lack of transfer level ESL course offerings compromised accurateassessment of student progress in ESL. Completion rates from final ESL courses (English53/54), which are non-transferable, to the degree-applicable English course (English 98) arevirtually non-existent, with 0.0006% being the highest average (Hispanic) for all ethnicgroupings.
I I . II 11 11 I II 1 -.I " r es . I
Basic skills course completion rates in English (within two semesters) are fairly evenlydistributed, with a mean of 29.1%. Successful completion rates are highest for Pacific Islanders,whites, and African Americans, in that order. Completion rates are lowest for Asians, females,Native Americans, and Hispanics, in that order. The range between all groupings is 10.1%. Therange between all groupings except for Pacific Islanders, whose group is comprised of threeindividuals and hence skews the sample, is.9.3%. No disabled students enrolled.
Successful course completion rates in math (within two semesters) have a range of 44.7%, with amean completion rate of 36.6%. Distribution reflects significantly higher completion rates forPacific Islanders, whose grouping is comprised of three individuals and hence skews thesampling. The range without this grouping is 24.2%. Whites have the second highestcompletion rate, though they fall 20.5% below Pacific Islanders. Asians and females are third atapproximately 10.5% lower than whites. Lowest completion rates are held by Filipinos andNative Americans, whose rates differ by only 0.7%. These results display the importance ofbreaking Asians into as many categories as possible, as their success rates as well as their culturesdiffer widely. No disabled students enrolled in Math 51.
Goal: To improve by 5% a year the percentage of students who successfullycomplete the degree-applicable course in English (English 98) within sixsemesters of having completed the final ESL course
Goal: To improve by 5% a year the percentage of students who successfullycomplete the degree-applicable course (English 98) within two semesters ofhaving completed the final basic skills course (English 60)
Goal: To improve by 5% a year the percentage of students who successfullycomplete the degree-applicable course (Math 90) in the discipline withintwo semesters of having completed the final basic skills course (Math 51)
5329
Basic Math Completion Rates Research, Spring 1996The percentage of students who completed the degree-applicable course (Math90) within two semesters of having completed the final basic skills course(Math 51).
Population 1993 enrolled % in Math 51 ,i % in Math 90
Asian 2.02% n=146 9.59% n=14 35.71% n=5
African American 3.34% n=242 19.42% n=47 27.66% n=13
Filipino 1.13% n=82 24.39% n=20 25.00% n=5
Hispanic 16.39% n=1186 21.75% n=258 34.88% n=90
Native American 2.56% n =185 26.49% n=49 28.57% n=14
White 70.31% n=5089 19.73 % n=1004 38.45% n=386
Pacific Islander 0.32% n=23 17.39% n=4 50.00% n=2
Disabled 3.19% n=231 40.69% n=94 38.30% n=36
Females 62.59% n=4530 24.13% n=1093 37.79% n=413
1993 enrolled signifies opening course enrollment
% in Math 51 represents a subset of 1993 enrolled: students who enrolled in Math 51 during their academic career
% in Math 90 represents the subset of % in Math 51 enrolled who completed Math 90 within two semesters of havingtaken Math 51
"n" = the total number of students
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students utilizing the Disabled Students Programand may therefore not be entirely representative.)
54
30
Basic English Completion Rates Research, Spring 1996The percentage of students who completed the degree-applicable course(English 98) within two semesters of having completed the final basic skillscourse (English 60;64).
Population 1993 enrolled % Eng. 60/64 % Eng. 98
Asian 2.02% n =146 36.30% n=53 35.85% n=19
African American 3.34% n=242 16.12% n=39 25.64% n=10
Filipino 1.13% n=82 35.37% n=29 34.48% n=10
Hispanic 16.39% n =1186 22.77% n=270 28.89% n=78
Native American 2.56% n =185 14.59% n=27 33.33% n=9
White 70.31% n=5089 11.30% n=575 37.57% n=216
Pacific Islander 0.32% n=23 8.70% n=2 100.00% n=2
Disabled 3.19% n=231 45.45% n=105 34.29% n=36
Female 62.59% n=4530 15.43% n=699 33.62% n=235
1993 enrolled signifies opening course enrollment
% Eng. 60/64 represents a subset of 1993 enrolled: students who enrolled in English 60 during their academic career
% English 98 represents the subset of % Eng. 60/64 students who completed English 98 within two semesters of havingtaken either English 60 or English 64
"n" = the total number of students
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%)
5531
Research Implications, 1996
Basic math completion rates for Asians have remained within 1% of 1995 percentages. AfricanAmericans (at 3.14%) and Whites at (7.75%) both experienced a drop in completion rates,whereas gains were made by disabled students (38.30%), Native Americans (6.57%), Hispanics(3.08%), Filipinos (2.3%), and female students 2.17%).
Basic English completion rates for African Americans fell by 6.36%, whereas gains were madeby disabled students (34.39%), female students (10.62%), Native Americans (8.33%), Whites(5.07%), Filipinos (4.18%), and Hispanics (1.49%).
While the goal of increasing successful completion has been surpassed by disabled students andmet by Native Americans in math and English and by Whites in English, the College needs toincrease retention efforts. The drop in successful completion rates experienced by AfricanAmericans in both math and English is cause for concern.
56
32
ESL
/BA
SIC
SK
ILL
S C
OM
PLE
TIO
NB
arri
ers
Impl
emen
tatio
n St
rate
gyA
ccou
ntab
ility
Tar
get D
ate
Eva
luat
ion
Ben
chm
arks
E. N
eed
for
grea
ter
acce
ss to
stud
ent s
uppo
rt s
ervi
ces
l.a E
valu
ate
met
hods
for
incr
easi
ng s
tude
ntac
cess
to c
ouns
elin
g, f
inan
cial
aid
, and
care
er s
ervi
ces.
Eva
luat
e m
etho
ds f
or in
crea
sing
stu
dent
acce
ss to
cla
ssro
om, l
ab, a
nd li
brar
y sp
ace
and/
or h
ours
.
1.b
Stud
ent S
ervi
ces
Dea
n of
Ins
truc
tion
Lib
rari
ans
1.c
Fall,
199
7
Fall,
199
7
1.d
Stud
ent S
ervi
ces
Rep
ort
Mat
ricu
latio
n D
ocum
enta
tion
Dea
n of
Ins
truc
tion/
Lib
rary
Rep
ort
E. N
eed
for
low
enr
ollm
ent
ESL
cou
rses
to b
e su
stai
ned
soth
at s
tude
nts
are
not p
reve
nted
from
ESL
cou
rse
sequ
ence
com
plet
ion
2.a
Ass
ess
feas
ibili
ty o
f co
nver
ting
ESL
cour
ses
to p
rote
cted
(O
meg
a) s
tatu
s.2.
b E
nglis
h D
epar
tmen
tC
urri
culu
m C
omm
ittee
2.c
Fall,
199
62.
d E
nglis
h D
epar
tmen
t mem
o to
Cur
ricu
lum
Com
mitt
ee.
Cur
ricu
lum
Com
mitt
ee M
inut
es.
The
Cur
ricul
um C
omm
ittee
will
addr
ess
this
nee
d as
soo
n as
isco
mes
forw
ard
from
the
Eng
lish
Dep
artm
ent.
E. N
eed
for
grea
ter
flue
ncy
of E
nglis
h in
stu
dent
bod
y3.
a D
eter
min
e fe
asib
ility
of
offe
ring
low
erle
vel E
SL/C
omm
unity
Ed.
cou
rses
eac
hse
mes
ter.
3.b
Eng
lish
Dep
artm
ent
Com
mun
ity E
duca
tion
3.c
Fall,
199
73.
d E
nglis
h D
etra
,t,t,e
ut M
ettu
,glv
t-ir
mte
sC
ours
es in
pla
ce
E. N
eed
for
grea
ter
acce
ss to
cour
ses
for
seco
nd la
ngua
gest
uden
ts
4.a
Det
erm
ine
feas
ibili
ty o
f of
feri
ngtr
ansf
er-l
evel
, pro
tect
ed (
Om
ega)
ESL
and
sequ
ence
d co
urse
s th
at p
aral
lel E
nglis
h 60
and
98.
Det
erm
ine
feas
ibili
ty o
f of
feri
ng C
omm
unity
Edu
catio
n E
SL c
ours
es, d
esig
ned
totr
ansi
tion
stud
ents
into
col
lege
cre
dit E
SLco
urse
s, e
ach
sem
este
r.
4.b
Eng
lish
Dep
artm
ent
Cur
ricu
lum
Com
mitt
ee
Eng
lish
Dep
artm
ent
Com
mun
ity E
duca
tion
4.c
Fall,
199
7
Fall,
199
7
4.d
Eng
lish
Dep
artm
ent M
eetin
gM
inut
es.
Cur
ricul
um C
omm
ittee
Min
utes
.T
he C
urric
ulum
Com
mitt
ee w
illad
dres
s th
is n
eed
as s
oon
as it
com
es fo
rwar
d fr
om th
e E
nglis
hD
epar
tmen
t.
Eng
lish
Dep
artm
ent M
eetin
gM
inut
es
5758
Bar
tiers
.Iin
Ole
men
tatio
niSt
irA
gy,
Act
oUri
tabi
lity,
;Tar
get-
bate
Eva
luat
ion
:Ber
ithrt
tark
s
E. N
eed
for
incr
ease
d st
udy
skill
s am
ong
ESU
Bas
ic S
kills
stud
ents
5.a
-,..:
19II
..:I
.1.1
5.c
Spri
ng, 1
997
Fall,
199
7
Spri
ng, 1
996
--on
goin
g
5.b
..11.
7111
1111
5.d
R W
I pi
p 1
byilb
ill d
Ory
one
uni
t stu
dy s
kills
1 Se
(G
aul
esta
blis
h 1
ed b
y A
caile
lllic
,
Sena
teE
nglis
h D
epar
tmen
t
Off
ice
of I
nstr
uctio
n
Dea
n of
Ins
truc
tion
Stud
ent S
ervi
ces
Sit
uuul
titte
eC
ours
e ca
talo
g
The
res
truc
turin
g of
Eng
lish
offe
rings
to a
four
-uni
t for
mat
will
adva
nce
thes
e go
als
mor
eef
fect
ivel
y.T
here
fore
, cou
rse
wor
kdu
plic
atio
n in
the
Rea
ding
pro
gram
and
Gui
danc
e of
ferin
gs w
ill n
otoc
cur.
Rep
ort p
repa
red
by O
ffic
e of
Inst
ruct
ion
taug
ht b
y al
l ius
trut
-tio
udl f
aulty
dud
,ot
lllse
luls
, at
leas
t fvl
hig
h -r
isk
stud
ents
Incr
ease
lab
hour
s.
Incr
ease
tuto
r ac
cess
at b
oth
site
s.
E. N
eed
for
incr
ease
dtr
acki
ng o
f lo
w s
cori
ng a
nd/o
rhi
gh r
isk
stud
ents
6.b
Off
ice
of R
esea
rch
6.c
Spri
ng, 1
997
--on
goin
g6.
d In
stitu
tiona
l Res
earc
h U
pdat
e6.
a Pe
rfor
m in
itial
and
long
itudi
nal-
stud
ies
trac
king
low
sco
ring
and
/or
high
ris
kst
uden
ts.
Mat
liLal
atio
u D
UL
.uII
lellt
atiU
llD
esig
nis
und
erw
ay. T
imel
ine
isap
prop
riate
.
E. N
eed
for
incr
ease
daw
aren
ess
of p
rogr
am o
ptio
nsin
stu
dent
bod
y
7.a
Dis
sem
inat
e si
mpl
ifie
d lis
ts a
nd/o
rch
arts
abo
ut p
rogr
ams/
prog
ram
opt
ions
toco
unse
lors
and
in c
lass
room
s.
7.b
Aca
dem
icD
epar
tmen
ts7.
c Fa
ll, 1
996
--on
goin
g7.
d D
epar
tmen
t file
sC
ours
e lis
ts/c
hart
s.
5960
Bar
rier
s'hi
iple
men
tAtio
n st
rate
gy .:
.
;Acc
ount
Abi
lity
Tar
get D
ate
:.:E
,fas
tiAtio
ri:iB
eric
hilla
tit.:
:
E. N
eed
for
grea
ter
8.a
Flex
act
ivity
foc
used
in th
is a
rea
for
all
8.b
Flex
Com
mitt
ee8.
c Fa
ll, 1
997
8.d
Flex
Han
dboo
kin
stru
ctio
nal f
acul
ty a
war
enes
sof
the
role
of
lang
uage
in th
ele
arni
ng p
roce
ss a
nd th
ena
ture
of
lear
ning
in a
sec
ond
lang
uage
inst
ruct
iona
l fac
ulty
.In
stru
ctio
nal F
acul
tyE
ach
year
, the
Fle
x C
omm
ittee
puts
into
the
Janu
ary
sche
dule
at
leas
t one
cla
ss d
evot
ed to
the
use
of w
ritin
g in
the
clas
sroo
m. T
he19
96 p
rogr
am in
clud
ed "
Wha
t I'm
Thi
nkin
g, "
a w
orks
hop
in w
hich
inst
ruct
ors
stud
ied
the
conn
ectio
nbe
twee
n w
ritin
g an
d th
inki
ng v
iacr
eativ
e w
ritin
g te
chni
ques
. The
1997
pro
gram
con
tain
s th
ew
orks
hop
'Wri
ting
Acr
oss
the
Dis
cipl
ines
." A
dditi
onal
ly, t
he F
lex
Com
mitt
ee w
ill in
vest
igat
epr
esen
ting
a re
pris
e of
a w
orks
hop
pres
ente
d m
any
year
s ag
o en
title
d'T
he M
usic
ality
of
Lan
guag
e, "
asw
ell a
s a
requ
est o
f D
r. C
arl G
aofo
r a
wor
ksho
p in
teac
hing
ESL
stud
ents
.
E. N
eed
for
grea
ter
facu
lty9.
a Fl
ex a
ctiv
ity f
ocus
ed in
this
are
a fo
r al
l9.
b Fl
ex C
omm
ittee
9.c
Fall,
199
79.
d Fl
ex H
andb
ook
awar
enes
s of
opt
imal
lear
ning
styl
es a
nd e
nvir
onm
ents
amon
g st
uden
ts
inst
ruct
iona
l fac
ulty
.In
stru
ctio
nal F
acul
tyT
he f
lex
prog
ram
has
off
ered
in th
epa
st a
nd w
ill c
ontin
ue to
off
erw
orks
hops
on
unde
rsta
ndin
gdi
ffer
ence
s in
lear
ning
sty
les
and
how
to te
ach
mul
tiple
inte
llege
nces
.Fo
r ex
ampl
e, th
e 19
97 p
rogr
amof
fers
a M
yers
-Bri
ggs
lear
ning
inve
ntor
y w
orks
hop.
Add
ition
ally
,th
e Fl
ex C
omm
ittee
will
end
eavo
rto
add
a c
ultu
ral a
war
enes
sw
orks
hop
to th
e 19
97 p
rogr
am.
61
BE
ST C
OPY
AV
AIL
AB
LE
62
63
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rier
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size
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nie
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ita
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10.c
Spi
ing,
199
710
.d M
ath
1 D
epai
'tnie
iit M
eetin
g
in E
tiglis
h 60
and
Mat
h I
soco
urse
JIL
.G.
Eng
lish
Dep
aitin
elit
Min
utes J
that
stu
dent
s m
ay o
btai
neu
ilic.
n U
ni C
oiiu
nitte
eiii
ciea
sed
iiltli
vidu
al a
ttent
ion
Thi
s is
not
cur
rent
ly f
easi
ble.
The
Col
lege
will
con
duct
rese
arch
to e
stab
lish
the
valid
ity o
f th
e ba
rrie
r.Pr
evio
us c
ours
e si
zere
duct
ions
hav
e no
t aff
ecte
dpe
rsis
tenc
e or
suc
cess
.
Sejie
ii o
inla
tiOn-
10i
n ot
lei i
olle
ges
with
ilig
1 D
epai
tuie
iit M
eetin
gsn
ialle
i cla
sses
reg
aidi
iig s
tude
iit s
ucce
ss.
Min
utes
E. N
eed
to il
la h
igh
11.a
hii.
ieae
I I
d ili
llU
l b w
ith a
rea
11.b
1;_
a i .
1.ni
Oif
icei
11.c
Cui
teut
11.d
Aiti
cula
tiou
Upd
ata
SC. 1
UU
b in
oic
IdW
aIG
of
high
I b
l, IO
U b
ongo
ing,
eiik
uii.e
dtiL
d M
ilk, w
i i in
g i m
ini'
eine
n S
ofE
nglis
h pi
ogi
tun
E. N
eed
for
incr
ease
d re
adin
gsk
ills
amon
g in
com
ing
stud
ents
so
that
they
are
bet
ter
able
to a
cces
s co
llege
text
book
s
12.a
Dev
elop
sho
rt-t
erm
imm
ersi
on c
ours
esin
rea
ding
.12
.b E
nglis
h D
epar
tmen
t12
.c F
all,
1997
12.d
Cur
ricu
lum
Com
mitt
eeM
inut
es
E. N
eed
for
mor
eun
ders
tand
ing
abou
t col
lege
on
the
part
of
inco
min
g M
SJC
stud
ents
13.a
Dev
elop
rig
orou
s, m
anda
tory
orie
ntat
ion
prog
ram
for
all
inco
min
gst
uden
ts.
Exp
and
outr
each
eff
orts
to p
aren
ts o
f M
SJC
and
futu
re M
SJC
stu
dent
s.
13.b
Mat
iicuh
atiu
uC
oinn
iitte
tiSt
uden
t Ser
vice
s
Rec
ruitm
ent-
Off
icer
(new
13.b
Fal
l, 19
9713
.d M
atxi
culu
tioa
Con
iniit
tee
Min
utes
Ori
enta
tion
Doc
umen
ts
Rer
uitm
ent-
Off
ice-
Rep
ort
Out
reac
h D
ocum
ents
Spi i
ng, 1
997
Cur
rent
ongo
ing
lire)
Stud
ent S
ervi
ces
E. N
eed
for
asse
ssm
ent/
eval
uatio
n of
mat
h an
d E
nglis
hpl
acem
ent m
easu
res
14.a
Ass
ess
mat
h an
d E
nglis
h pl
acem
ent
mea
sure
s.14
.b M
ath
Dep
artm
ent
Eng
lish
Dep
artm
ent
Cou
nsel
ors
14.c
Spr
ing,
199
714
.d P
lace
men
t mea
sure
rev
isio
n/up
date
Mat
iicul
dtio
n C
omm
ittee
Min
utes
E. N
eed
for
mor
e in
tera
ctio
nw
ith a
djun
ct f
acul
ty15
.a D
evel
op p
rogr
am o
f in
tera
ctio
nbe
twee
n ad
junc
t and
ful
l tim
e fa
culty
.15
.b A
cade
mic
Dep
artm
ents
15.c
Fal
l, 19
9715
.d P
rogr
am o
f in
tera
ctio
n in
plac
e -o
r- F
lex
Han
dboo
k (a
ctiv
ity)
Bar
rier
S.Im
plem
enta
tion
Stra
tegy
...:
::::::
:
Acc
ount
abili
ty-,
.,ar
geti:
Dat
e.:
:
Eva
luat
ion
Ben
chm
arks
.t...
16.c
Fat
t719
97E
. Ner
d f0
1 gr
eate
r16
.a 6
icre
ase
aItI
Lul
atiu
n cf
f I-
II b
bet
wcc
u16
.b'
ta ju
t' O
f tc
..1
16.d
AC
tit,u
lntio
u an
dtth
iCul
atiu
uar
ticul
a in
n be
twee
n K
-12
MSJ
C a
nd K
-12
eat
, let
S.
R p
01 b
tudd
iel s
and
MSJ
Lou
ise
offe
r ill
s
E. N
eed
for
ESL
pla
cem
ent
mea
sure
s17
.a S
ecur
e sa
mpl
e te
stin
g m
easu
res
from
othe
r co
llege
s
Ass
ess
feas
ibili
ty o
f ex
pand
ing
asse
ssm
ent
proc
ess
to a
ccom
mod
ate
inco
min
g E
SLst
uden
ts.
Wor
k w
ith a
rea
scho
ols
to in
crea
seaw
aren
ess
of th
e im
port
ance
of
corr
ect/v
alid
asse
ssm
ents
.
17.b
Eng
lish
Dep
artm
ent
Mat
ricu
latio
n C
omm
ittee
17.c
Fal
l, 19
97
Fall,
199
7
Fall,
199
6 --
Spri
ng, 1
997
17.d
Pla
ceri
ent m
easu
re r
evis
ion/
upda
te
Mat
ricu
latio
n D
ocum
enta
tion
Art
icul
atio
n-U
pdat
eM
eetin
g D
ocum
enta
tion
1 IC
d IO
U O
filL
etR
ecru
itmen
t-ef
fice
rC
ouns
elor
s
E. N
eed
for
bilin
gual
coun
selin
g se
rvic
es f
or E
SLst
uden
ts o
n bo
th c
ampu
ses
18.a
Ass
ess
ESL
cou
nsel
ing
need
.
Req
uest
nee
ded
trai
ning
and
/or
addi
tiona
lco
unse
lor(
s).
18.b
Cou
nsel
ors
.
Stud
ent S
ervi
ces
18.c
Fal
l, 19
97
Fall,
199
7
18.d
Cou
nsel
ing
Dep
artm
ent
Mer
nola
ndur
nR
ecor
ds
E. N
eed
for
effe
ctiv
e re
adin
gan
d w
ritin
g sk
ills
with
inst
uden
t pop
ulat
ion
19.a
Wor
k to
enh
ance
wri
ting
acro
ss th
ecu
rric
ulum
.
Wor
k to
incr
ease
enr
ollm
ent i
n re
adin
gcl
asse
s.
Dev
elop
a s
hort
term
imm
ersi
on c
ours
e in
read
ing.
19.b
Aca
dem
icD
epar
tmen
ts
Eng
lish
Dep
artm
ent
Eng
lish
Dep
artm
ent
19.c
Fal
l, 19
96
Fall,
199
6
Fall,
199
7
19.d
Cou
rse
guid
elin
esC
ours
e sy
llabi
Flie
rs f
or c
ouns
elor
s, c
lass
room
,an
d ge
nera
l col
lege
dis
trib
utio
n
Cur
ricu
lum
Com
mitt
ee M
inut
es
E. N
eed
for
stud
ent a
cces
s to
full
arra
y of
day
and
eve
ning
ESL
cou
rse
offe
ring
s on
bot
hca
mpu
ses
20.a
Dev
elop
add
ition
al E
SL c
ours
es in
acco
rdan
ce w
ith n
on c
redi
t and
cre
dit
need
s.
Off
er p
ilot E
SL c
ours
es w
ith p
rote
cted
stat
us (
Om
ega)
for
day
and
eve
ning
stud
ents
.
20.b
Com
mun
ityE
duca
tion
Eng
lish
Dep
artm
ent
Eng
lish
Dep
artm
ent
20.c
Spr
ing,
199
8
Fall,
199
8
20.d
Eng
lish
Dep
artm
ent M
inut
es
Eng
lish
Dep
artm
ent
Min
utes
CuI
li u
unr
Com
mic
ittee
Min
utes
65
BáI
Tie
is.
::
linip
lem
ento
tiort
: Sfr
ateg
y,:
Acc
ount
abili
tyT
arge
tpat
e::::
::::::
:::
Eva
itiA
ticir
itetiC
hini
Atk
:::-:
::!:
E. N
eed
for
effe
ctiv
e tr
acki
ngof
ESL
/Bas
ic S
kills
stu
dent
s21
.a C
reat
e an
d im
plem
ent i
nitia
l and
long
itudi
nal r
esea
rch
trac
king
ESL
/Bas
icSk
ills
stud
ents
.
21.b
Off
ice
of R
esea
rch
21.c
Spr
ing,
199
7;
;21
.d7:
1I
-ll
al -
ID
ocui
iieiit
atiu
ii
Inst
itutio
nal R
esea
rch
Upd
ate
Des
ign
is u
nder
way
. Tim
elin
e is
appr
opri
ate,
E. N
eed
for
pre-
colle
ge c
redi
tle
vel c
ours
es f
or E
SL s
tude
nts
offe
red
each
sem
este
r
22.a
Det
erm
ine
feas
ibili
ty o
f of
feri
ng lo
wer
leve
l ESL
Com
mun
ity E
d. C
ours
es e
ach
sem
este
r.
22.b
Eng
lish
Dep
artm
ent
Com
mun
ity E
duca
tion
22.c
Fal
l, 19
9722
.d E
nglis
h D
epar
tmen
till
CS
Cou
rse
sche
dule
E. N
eed
for
stud
ents
to b
egin
mat
h se
quen
ce d
urin
g fi
rst
sem
este
r, o
r as
soo
n as
poss
ible
, to
take
mat
h co
urse
sco
nsec
utiv
ely,
and
to s
eek
help
whe
n ne
cess
ary
23.a
Adv
ise
stud
ents
to b
egin
mat
h ea
rly,
tota
ke c
ours
es c
onse
cutiv
ely,
and
to s
eek
help
whe
n ne
cess
ary.
Info
rm m
ath
stud
ents
abo
ut tu
tori
ngav
aila
bilit
y at
SJC
and
abo
ut c
ompu
ter
lab
tuto
rial
s at
MV
C b
y an
noun
cing
this
in c
lass
and
incl
udin
g it
in c
ours
e sy
llabi
.W
hene
ver
poss
ible
, off
er s
tude
nt in
cent
ives
for
seek
ing
thes
e se
rvic
es (
e.g.
, ext
racr
edit)
.
23.b
Cou
nsel
ors
Mat
h Fa
culty
Mat
h Fa
culty
23.c
Spr
ing,
199
6 -
- on
goin
g
Spri
ng, 1
996
--on
goin
g
23.d
Cou
rse
sylla
biC
ouns
elin
g M
eetin
g M
inut
esT
utor
ing
reco
rds
Cou
rse
sylla
biL
ab-r
eccr
rds
Tut
orin
g re
cord
s
6768
Successful Course Completion at MSJC
Successful Course Completion Research, Spring 1995The ratio of the number of courses that students successfully complete (A, B,C, Cr) to the number of courses in which students are enrolled on the censusday of the term.
Grouping Total Population Courses Enrolled Courses Completed
Asian 1.84% n =116 n=276 75% n=207
African American 3.29% n=207 n=617 51% n=317
Filipino 1.44% n=091 n=201 75% n=150
Hispanic 17.75% n=1118 n=2569 60% n =1553
Native American 2.48% n =156 n=386 60% n=220
White 69.23% n=4360 n=9250 69% n=6392
Pacific Islander 0.25% n=016 n=030 53% n=016
Disabled 4.43% n=279 n=873 62% n=519
Female 62.79% n=3955 n=8367 69% n=5792
Total Population represents Spring 1995 enrollment
Courses Enrolled represents the total number of courses taken by each grouping
"= the total number of students
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students enrolled in the Disabled Students Programand may therefore not be entirely representative.)
39
69
Successful Course Completion Research, Spring 1996The ratio of the number of courses that students successfully complete (A, B,C, Cr) to the number of courses in which students are enrolled on the censusday of the term.
Grouping Total Population Courses Courses Completed
Asian 1.7% n =127 n=294 71.77% n=211
African American 3.2% n=239 n=717 52.16% n=374
Filipino 1.45% n =108 n=241 62.66% n=151
Hispanic 16.1% n=1,198 n=2,801 61.91 % n =1,734
Native American 2.32% n=173 n=430 56.74% n=244
White 58.2% n=4,343 n=9,592 67.96% n=6,519
Pacific Islander 0.23% n =17 n=37 45.95% n=17
Disabled 3.85% n=287 n=859 60.42% n=519
Female 55.37% n=4,130 n=9,170 67.96% n=6,232
Total Population represents Spring 1996 enrollment (by start-date, including Commuter and Late Start classes)
Courses Enrolled represents the total number of courses taken by each grouping
"= the total number of students
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students enrolled in the Disabled Students Programand may therefore not be entirely representative.)
40 7 0
Research Implications, 1995Successful course completion is an important measure of equity. Mt. San Jacinto College'ssuccessful course completion rates are highest for Asians and Filipinos, who share a 75 % successrate. Successful course completion rates are second highest for whites and females at 69%.Disabled students succeed at 62%. Hispanics and Native Americans share a success rate of 60%.Lowest completion rates are held by disabled students, who succeed at 57%, by Pacific Islanders,who succeed at 53%, and by African Americans, who succeed at 51%. The range between allgroupings is 24%.
Goal: To increase completion rates by 5% for each group
Goal: To reduce the difference between all groups to a maximum of 10%by 2000
Goal: To maintain standards of rigor throughout the process
Research Implications, 1996
Successful course completion rates are up slightly for African Americans (1.16%) and Hispanics(1.91%) and down slightly for Whites (1.04%), Females (1.04%), and disabled students(1.58%). Asians and Native Americans are both down by three percent. Pacific Islanderssucceed at 7.05% below last year, and Filipinos succeed at 12.34% below last year.
The reasons for these drops is not clear and will need to be examined further. These results willbe distributed college wide for discussion and input.
4171
SUC
CE
SSFU
L C
OU
RSE
CO
MPL
ET
ION
Bar
rier
s
S. N
eed
for
a sy
stem
atic
revi
ew a
nd u
pdat
e of
all
curr
icul
a to
ens
ure
dive
rsity
issu
es a
re in
tegr
al to
the
mat
eria
l
72
Impl
emen
tatio
n St
rate
gyA
ccou
ntab
ility
EV
alU
atio
itBen
Chi
nar
1.a
Rev
iew
all
curr
icul
a to
ens
ure
dive
rsity
issu
es a
re in
tegr
al to
the
mat
eria
l.1.
b A
cade
mic
Dep
artm
ents
1.c
Fall,
-19
99 1
996
1.c1
Cou
rse
guid
elin
es
Off
ice
of I
nstr
uctio
nC
ours
e sy
llabi
Cur
ricu
lum
Com
mitt
eeC
urri
culu
m C
omm
ittee
Min
utes
The
199
6-97
Pro
gram
Rev
iew
mod
el a
ppro
ved
by th
e C
urri
culu
mC
omm
ittee
inco
rpor
ates
an
entir
ese
ctio
n w
hich
req
uire
s re
view
of
all
curr
icul
a to
ens
ure
dive
rsity
issu
esar
e in
tegr
al to
pro
gram
off
erin
gs.
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S. N
eed
for
addi
tiona
l sup
port
serv
ices
2.a
Eva
luat
e m
etho
ds f
or in
crea
sing
stu
dent
acce
ss to
cou
nsel
ing,
fin
anci
al a
id, a
ndca
reer
ser
vice
s.
2.b
Stud
ent S
ervi
ces
2.c
Fall,
199
72.
d St
uden
t Ser
vice
s R
epor
t
Eva
luat
e m
etho
ds f
or in
crea
sing
stu
dent
acce
ss to
cla
ssro
om, l
ab, a
nd li
brar
y sp
ace
and/
or h
ours
.
Dea
n of
Ins
truc
tion
Lib
rari
ans
Fall,
199
7D
ean
of I
nstr
uctio
n/L
ibra
ry R
epor
t
Incr
ease
tuto
r ac
cess
at b
oth
cam
pus
cite
s.D
ean
of I
nstr
uctio
nSp
ring
, 199
6 --
ongo
ing
Rep
oit p
iepa
ied
by O
ffk
,w u
fho
ti-tic
tiuli
Tut
orin
g R
ecor
ds
Prov
ide
text
book
s on
res
erve
.In
stru
ctio
nal F
acul
tyC
urre
nt -
-C
ours
e sy
llabi
expa
nded
, ong
oing
Lib
rary
Res
erve
Rec
ords
Pim
i e
tent
bouk
sO
ILta
pe.
Prov
ide
dist
rict
-wid
e T
DD
tele
phon
eFa
ll, 1
-996
199
7D
istr
ict-
wid
e T
DD
tele
phon
eD
isdb
led
Stud
ent S
ervi
ces
syst
em.
Cam
pus
AD
Asy
stem
. DSP
are
as h
ave
T.D
.D.'s
for
colle
ge/s
tude
nt b
usin
ess
calls
.
Exp
and
child
care
fac
ilitie
s/ac
cess
at S
JC,
and
esta
blis
h ch
ildca
re f
acili
ties
at M
VC
.St
uden
t Ser
vice
sC
hild
care
Cen
ter
Fall,
199
9In
crea
sed
SJC
hou
rs/a
cces
sE
stab
lishm
ent o
f M
VC
fac
ilitie
s.T
his
stra
tegy
is a
ppro
pria
te, a
ndfu
ndin
g ha
s be
en a
ppro
ved
bySa
cram
ento
.
Incr
ease
fin
anci
al a
id, s
mal
l em
erge
ncy
awar
ds, a
nd ti
mel
y di
sper
sem
ent o
f fu
nds.
Fina
ncia
l Aid
Off
ice
Dea
n of
Adm
issi
ons
and
Fall,
199
8Fi
nanc
ial A
id R
ecor
ds
Rec
ords
Wor
k w
ith R
TA
to p
rovi
de b
us s
ched
ules
on
Info
rmat
ion
Off
icer
Spri
ng, 1
996
--B
us s
ched
ules
both
cam
puse
s an
d to
incr
ease
ser
vice
to th
eco
llege
,on
goin
gT
he P
ublic
Inf
orm
atio
n O
ffic
eco
ntin
ues
to w
ork
with
RT
A f
or b
ussc
hedu
les.
Est
ablis
h pr
ogra
m d
esig
ned
to in
crea
seSt
uden
t Ser
vice
sby
Fal
l, 19
98Pr
ogra
m D
ocum
enta
tion
succ
ess
rate
for
Afr
ican
Am
eric
ans.
ongo
ing
Prog
ram
in p
lace
Dea
n of
eve
()Fl
uent
Inst
itutio
nal A
dvan
cem
ent
7 4
75
:::
.
:Bae
rier
's: I
iiitli
eitie
ntat
ion_
Stra
tegy
:-:-
Acc
iiini
tabi
lity:
.
.,,.:.
:::.
::i...
:::..
:: ,
Tat
get D
ate:
.:...
::::::
1:,,:
,z:::
::-::-
]::E
yaE
valu
atio
ner
ichm
arks
S. N
eed
for
incr
ease
dfa
culty
/fro
nt li
ne p
erso
nnel
awar
enes
s of
ser
vice
are
as a
ndth
e va
riet
y of
MSJ
C 's
stu
dent
popu
latio
n
3.a
Prov
ide
flex
act
ivity
bus
trip
s th
roug
hse
rvic
e ar
eas,
spe
cifi
cally
rur
al a
nd lo
win
com
e ar
eas
so th
at f
acul
ty/f
ront
line
pers
onne
l can
be
mor
e aw
are
of a
ndse
nsiti
ve to
the
need
s of
all
MSJ
C s
tude
nts.
Prov
ide
stud
ent p
rese
ntat
ions
/for
ums
for
facu
lty/f
ront
line
per
sonn
el.
3.b
Flex
Com
mitt
eeFa
culty
ASB
Stud
ent C
lubs
3.c
Spri
ng, 1
997
--on
goin
g
Fall,
199
6 --
ongo
ing
3.d
Flex
Han
dboo
k. B
us to
urs
have
bee
n co
nduc
ted
twic
e be
fore
as p
art o
f th
e Ja
nuar
y Fl
expr
ogra
m. T
hese
tour
s w
ere
cond
ucte
d, th
ough
, whe
n M
SJC
still
ope
rate
d its
ow
n bu
s. T
his
serv
ice
has
been
sus
pend
ed a
tM
SJC
, and
bus
es, c
ontr
acte
d el
sew
here
, cos
t app
roxi
mat
ely
$500
per
day,
a p
rice
y su
m f
or a
sin
gle
Flex
act
ivity
. How
ever
, the
Fle
xC
omm
ittee
will
look
into
sec
urin
gfu
nds
for
just
suc
h an
act
ivity
inlig
ht o
f th
e St
uden
t Equ
ityC
omm
ittee
's c
harg
e an
dre
com
men
datio
n.
Flex
Han
dboo
kPr
esen
tatio
n in
form
atio
n w
ill b
em
aint
aine
d in
col
lege
file
s
S. N
eed
for
incr
ease
dse
nsiti
vity
to c
ultu
ral/a
bilit
ydi
ffer
ence
s
4.a
Prov
ide
flex
act
iviti
es/P
re-C
olle
ge D
ayac
tiviti
es d
esig
ned
to e
nhan
ce a
war
enes
s of
cultu
ral/a
bilit
y di
ffer
ence
s.
4.b
Facu
ltyD
isab
led
Stud
ent S
ervi
ces
4.c
Spri
ng, 1
997
--on
goin
g4.
d Fl
ex H
andb
ook
Pre-
Col
lege
Day
act
iviti
es r
ecor
ds
S. N
eed
for
incr
ease
dac
know
ledg
men
t and
reco
gniti
on o
f th
e ac
adem
icac
hiev
emen
ts o
f hi
stor
ical
lyun
derr
epre
sent
ed s
tude
nts
5.a
Dev
elop
and
exp
and
exis
ting
stud
ent
reco
gniti
on p
rogr
ams,
5.b
Stud
ent S
ervi
ces
5.c
Cur
rent
--
ongo
ing,
enh
ance
d5.
d St
uden
t Ser
vice
s re
cord
sR
ecog
nitio
n pr
ogra
ms
in p
lace
Rec
ogni
tion
prog
ram
s re
cord
s
7677
,:,.,:
::.if
:'::
Bar
rier
s:'.
.:.:..
:..::.
:..:
.
.::...
:.::::
::::::
:::.-
i,:::.
;:::.'
::,
:.::
:..jii
irile
irie
ntat
ion:
Stia
tegy
:-:
Acc
ount
abili
ty:..
Tar
get :
: Dat
e:
.::::
.:.:.:
::i,':
.:::::
:::::i
:::i.i
...''
-::.:
.:.:
.:..::
:i:-
.
Nia
luA
tiori
:Ben
chri
tArk
s
S. N
eed
for
incr
ease
d su
ppor
tfo
r fa
culty
to m
aint
ain
curr
ency
in th
eir
disc
iplin
es
...
6.a
Mai
ntai
n an
d ex
pand
cur
renc
y in
lear
ning
mat
eria
ls/e
quip
men
t.
Incr
ease
fac
ulty
ski
lls/k
now
ledg
e.Pr
ovid
e co
mpu
ter
and
mul
ti-m
edia
pres
enta
tion
trai
ning
,
Prov
ide
reim
burs
emen
t and
rec
ogni
tion
for
colle
ge c
ours
e w
ork
rela
ted
to a
rea
ofse
rvic
e.
6.b
Flex
Com
mitt
eeFa
culty
Flex
Com
mitt
eeFa
culty
Off
ice
of I
nstr
uctio
nSa
lary
Adv
ance
men
tC
omm
ittee
6.c
Cur
rent
--
ongo
ing
Cur
rent
--
ongo
ing
Cur
rent
--
ongo
ing,
enha
nced
6.d
Flex
Han
dboo
k
Flex
Han
dboo
kO
ne o
f th
e Fl
ex C
omm
ittee
's m
ain
char
ges
is to
aid
inst
ruct
ors
inm
aint
aini
ng c
urre
ncy
in th
eir
disc
iplin
es, a
nd th
is is
in p
art
acco
mpl
ishe
d by
mai
ntai
ning
and
expa
ndin
g cu
rren
cy in
lear
ning
mat
eria
ls/e
quip
men
t and
by
incr
easi
ng f
acul
ty s
kills
/kno
wle
dge.
Past
and
pre
sent
Fle
x sc
hedu
les
show
that
any
num
ber
ofw
orks
hops
sat
isfy
thes
e go
als.
The
Flex
Com
mitt
ee w
ill m
aint
ain
this
focu
s.
Sala
ry A
dvan
cem
ent C
omm
ittee
Min
utes
S. N
eed
for
low
enr
ollm
ent
tran
sfer
leve
l/deg
ree-
appl
icab
le c
ours
es to
be
sust
aine
d so
that
stu
dent
s ar
eno
t pre
vent
ed f
rom
tran
sfer
or
degr
ee c
ompl
etio
n in
a ti
mel
ym
anne
r
7.a
Ass
ess
feas
ibili
ty o
f co
nver
ting
sele
cted
tran
sfer
leve
l/deg
ree-
appl
icab
le c
ours
es to
Om
ega
stat
us.
7.b
Off
ice
of I
nstr
uctio
nA
cade
mic
Dep
artm
ents
Cur
ricu
lum
Com
mitt
ee
7.c
Fall,
199
6 --
ongo
ing
7.d
Cur
ricu
lum
Com
mitt
eeM
inut
esT
he C
urri
culu
m C
omm
ittee
will
addr
ess
this
issu
e w
hen
it co
mes
forw
ard.
Cou
rse
Out
lines
S. N
eed
for
grea
ter
stud
ent
acce
ss to
reg
ular
cou
rse
offe
ring
s/co
urse
sch
edul
e
8.a
Cre
ate
grea
ter
cons
iste
ncy
of c
ours
eof
feri
ngs
so th
at s
ched
ulin
g ch
ange
s ar
em
inim
ized
(e.
g., p
reve
nt la
st m
inut
e ad
d or
dele
tion
of c
ours
e of
feri
ngs
whe
n po
ssib
le).
Prov
ide
fina
l exa
m s
ched
ule
in s
ched
ule
ofcl
asse
s so
that
stu
dent
s ca
n co
ordi
nate
thei
rM
SJC
sem
este
r sc
hedu
les
with
out
side
com
mitm
ents
.
8.b
Off
ice
of I
nstr
uctio
n8.
c Fa
ll, 1
996
--on
goin
g
Fall,
-1-
997
1996
--on
goin
g
8.d
Sche
dule
of
clas
ses
Off
ice
of I
nstr
uctio
n re
cord
s-of
Div
isio
n D
izeU
ois
Inst
ruct
iona
l Dea
nsD
epar
tmen
t Cha
irs
Off
ice
of I
nstr
uctio
n
t..U
lll S
e C
luui
gs
Sche
dule
of
clas
ses
The
fin
al e
xam
sch
edul
e is
now
inpl
ace
in th
e sc
hedu
le o
f cl
asse
s.
7879
.B
arri
ers
.Im
plem
enta
tion
Stra
tegy
..A
ccou
ntab
ility
Tar
get D
ate
Eva
luat
ion
Ben
chm
arks
S. N
eed
for
vari
ed9.
a E
ncou
rage
fac
ulty
to te
ach/
coun
sel
9.b
Aca
dem
ic9.
c Sp
ring
, 199
6 --
9.d
Sche
dule
of
clas
ses
staf
f/fa
culty
hou
rs s
o th
atdu
ring
aft
erno
on a
nd e
veni
ng h
ours
.D
epar
tmen
tson
goin
gSc
hedu
le o
f co
unse
ling
nigh
t/par
t tim
e st
uden
ts h
ave
Off
ice
of I
nstr
uctio
nap
poin
tmen
ts.
incr
ease
d ac
cess
to s
tude
ntA
sses
s fe
asib
ility
of
offe
ring
var
ied
wor
kSt
uden
t Ser
vice
sFa
ll, 1
996
Cou
nsel
ing
offe
rs s
ervi
ces
at b
oth
serv
ices
sche
dule
s fo
r st
aff.
All
stud
ent c
onta
ct s
ervi
cear
eas
ongo
ing
cam
puse
s 5
days
per
wee
k an
d 4
even
ings
per
wee
k. M
any
full-
time
facu
lty te
ach
in th
e ev
enin
gs T
his
goal
has
ther
efor
e be
en m
et.
All
stud
ent c
onta
ct s
ervi
ce a
rea
reco
rds
S. N
eed
for
Adm
issi
ons
and
10.a
Mov
e A
dmis
sion
s an
d R
ecor
ds a
nd10
.b O
ffic
e of
the
10.c
Fal
l, 19
9610
.d L
ocat
ion
of o
ffic
es/c
ampu
sR
ecor
ds a
nd S
tude
nt S
ervi
ces
Stud
ent S
ervi
ces
to p
rovi
de a
cen
tral
ized
Pres
iden
tm
aps.
to b
e ce
ntra
lized
and
bet
ter
loca
tion.
Adm
issi
ons
and
Rec
ords
Adm
issi
ons
and
Rec
ords
is n
owco
ordi
nate
dSt
uden
t Ser
vice
sho
used
with
in th
e St
uden
t Suc
cess
Mai
ntai
n re
gula
rly
sche
dule
d m
eetin
gsFa
ll, 1
996
Cen
ter,
alo
ng w
ith a
ll St
uden
tbe
twee
n A
dmis
sion
s an
d R
ecor
ds a
ndA
dmis
sion
's a
nd R
ecor
dson
goin
gSe
rvic
es. T
his
goal
has
bee
n m
et.
Stud
ent S
ervi
ces
adm
inis
trat
ors,
fac
ulty
, and
staf
f.St
uden
t Ser
vice
s
Min
utes
of
mee
tings
8180
Degree and Certificate Completion at MSJC
Degree and Certificate Research, Fall 1994The total number of degrees and certificates awarded and the ethnicdistribution of the recipients.
MSJC Population Degrees Certificates Total
Asian 2.69% n=12 1.37% n=02 2.35% n=14
African American 1.56% n=07 1.37% n=02 1.51% n=09
Filipino 0.67% n=03 4.80% n=07 1.68% n =10
Hispanic 9.56% n=43 11.64% n=17 10.07% n=60
Native American 1.78% n=08 2.74% n=04 2.01% n=12
White 83.33% n=375 78.10% n=114 82.05% n=489
Pacific Islander 0.44% n=02 0.0% n=0 0.34% n=02
Female 75.11% n=338 74.70% n=109 75% n=447
MSJC Population represents the students who were enrolled during Fall, 1994.
`h" = the total number of students
Disabled data are currently unavailable
Research Implications, 1995Degree and certificate completion rates are consequential measures of student success and equity.At Mt. San Jacinto College, Asians, Native Americans, Filipinos, and Pacific Islanders receivedegrees and certificates within .5% of their representation in the college. African Americansreceive degrees and certificates at 1.78% below their representation; Hispanics, at 7.68% belowtheir representation. Females receive degrees and certificates at 12% above their representationin the college.
Goal: To increase by 10% a year the total number of degrees andcertificates awarded
Goal: To ensure that the ethnic distribution of degree and certificaterecipients is within 2% of the enrollments four years earlier
47 82
Degree and Certificate Research, Fall 1995The total number of degrees and certificates awarded and the ethnicdistribution of the recipients.
MSJC Population Degrees Certificates Total
Asian - 1.90% n=17 0.67% n=2 1.59% n=19
African American 1.12% n=10 1.00% n=3 1.09% n=13
Filipino 0.89% n=8 2.34% n=7 1.26% n=15
Hispanic 9.15% n=82 7.69% n=23 8.79% n=105.
Native American 1.79% n=16 3.01% n=9 2.09% n=25
White 41.07% n=368 41.47% n=124 41.17% n=492
Pacific Islander 0.00% n=0 0.00% n=0 0.00% n=0
Female 40.74% n=365 39.80% n=119 40.50% n=484
Disabled 3.35% n=30 4.01% n=12 3.51% n=42
MSJC Population represents the students who registered for Fall, 1995 classes.
`h" = the total number of students
Disabled data represent only those students utilizing the Disabled Students Program and maytherefore not be entirely representative.
Research ImplicationsDegree and certificate completion rates are consequential measures of student success and equity.At Mt. San Jacinto College, Asians, Native Americans, Filipinos, and Pacific Islanders receivedegrees and certificates within .5% of their representation in the college. African Americansreceive degrees and certificates at 1.78% below their representation; Hispanics, at 7.68% belowtheir representation. Females receive degrees and certificates at 12% above their representationin the college.
Goal: To increase by 10% a year the total number of degrees and certificatesawarded
Goal: To ensure that the ethnic distribution of degree and certificate recipients iswithin 2% of the enrollments four years earlier
48 $3
Research Implications, 1996
Degree and certificate completion rates are down slightly (about 1%) for Asians, AfricanAmericans, Filipinos, and Hispanics. Whites and females experienced substantial drops at40.88% and 34.5% respectively. Native Americans experienced a very slight increase of 0.08%.Disabled Student data were unavailable last year.
These data display that the College fell far short of its degree and certificate completion goal ofincreasing by 10% a year for the total number of degrees and certificates awarded.Consequently, the College will need to distribute and discuss these data and make expandedefforts to increase degree and certificate completion rates.
8449
DE
GR
EE
AN
D C
ER
TIF
ICA
TE
CO
MPL
ET
ION
arri
ers
Impl
emen
tatio
n St
rate
gyA
ccou
ntab
ility
Tar
get D
ate
Eva
luat
ion
Ben
chm
arks
D. N
eed
for
grea
ter
awar
enes
s am
ong
stud
ents
/pot
entia
l stu
dent
sre
gard
ing
degr
ee a
ndce
rtif
icat
e op
tions
1.a
Prep
are
broc
hure
that
out
lines
deg
ree
and
cert
ific
ate
offe
ring
s fo
r cl
assr
oom
,co
unse
ling
offi
ce, a
nd c
omm
unity
diss
emin
atio
n.
Prov
ide
com
preh
ensi
ve C
aree
r C
ente
rse
rvic
es o
n th
e M
VC
.
Incr
ease
iufu
mia
tiou
awar
enes
s ab
out
Car
eer
Cen
ter
serv
ices
.
Rev
iew
and
rev
ise
orie
ntat
ion
proc
ess
toen
hanc
e hi
gh c
onta
ct, m
ultip
le a
rea
intr
oduc
tion
to M
SJC
and
its
serv
ices
.
Edu
cate
bus
ines
s co
mm
unity
reg
ardi
ngsc
ope
of c
ertif
icat
es a
vaila
ble.
1.b
Tec
h-Pr
epC
oord
inat
orO
ffic
e of
Ins
truc
tion
Car
eer
Cen
ter
Car
eer
Cen
ter
Stud
ent S
ervi
ces
Off
ice
of I
nstr
uctio
n
Tec
h-Pr
ep C
oord
inat
orM
arke
ting
Com
mitt
ee
1.c
Fall,
199
6
Fall,
199
7
Cur
rent
--
ongo
ing
Fall,
199
7 --
ongo
ing
Cur
rent
--
ongo
ing
1.d
Bro
chur
esT
ech-
Prep
Rep
ort
.
Est
ablis
hmen
t of
com
preh
ensi
veC
aree
r C
ente
r se
rvic
es o
n M
VC
Cut
e, C
eiite
law
lpd
tt C
S
Cla
ssro
om p
rese
ntat
ions
.
aon
Do<
.un,
CU
tatiu
iiC
ouns
elin
g R
ecor
ds
Tec
h-Pr
ep R
epor
t
D. N
eed
for
grea
ter
acce
ssib
ility
to p
rogr
amsc
hedu
le
2.a
Exp
lore
sch
edul
ing
alte
rnat
ives
toau
gmen
t reg
ular
16
wee
k se
mes
ter
cour
ses.
Tra
ck s
tude
nt s
ched
ules
sem
este
r to
sem
este
r to
det
erm
ine
whe
ther
deg
rees
and
cert
ific
ates
can
be
obta
ined
in a
tim
ely
man
ner
(i.e
., ar
e st
uden
ts a
ble
to c
ompl
ete
degr
ee p
rogr
ams
base
d on
cou
rse
time/
day
avai
labi
lity?
)
2.b
Off
ice
of I
nstr
uctio
n2.
c Fa
ilTl9
9-7
Spri
ng 1
996
Fall,
199
7
2.d
Sche
dule
of
Cou
rse
Off
erin
gsC
ours
e O
utlin
esU
nder
way
. Cur
rent
ly, t
he C
olle
geof
fers
late
sta
rt' c
ours
es a
nd is
expa
ndin
g af
tern
oon
and
Satu
rday
offe
ring
s.
Inst
itutio
nal R
esea
rch
Upd
ate
Des
ign
is in
pro
gres
s.
Aca
dem
ic F
acul
ty
Off
ice
of R
esea
rch
D. N
eed
for
grea
ter
acad
emic
supp
ort
3.a
Exp
and
tuto
ring
ava
ilabi
lity.
Prov
ide
tuto
ring
for
voc
atio
nal c
ours
es.
3.b
Stud
ent S
ervi
ces
Stud
ent S
ervi
ces
Dea
n of
Ins
truc
tion
3.c
Fall,
199
7
Spri
ng, 1
997
3.d
Rep
ort b
y D
ean
of I
nstr
uctio
n
Tec
h-Pr
ep R
epor
t
85
Bar
rier
sIm
plem
enta
tion
Stra
tegy
Acc
ount
abili
ty.
Tar
get D
ate
Eva
luat
ion
Ben
chm
arks
D. N
eed
for
asse
ssm
ent o
fde
gree
and
cer
tific
ate
offe
ring
sto
det
erm
ine
how
MSJ
C m
eets
degr
ee a
nd c
ertif
icat
e ne
eds
ofits
ser
vice
are
a (e
.g.,
busi
ness
need
s)
4.a
Tra
ck e
mpl
oym
ent p
lace
men
t rat
e to
dete
rmin
e pr
ogra
m s
ucce
ss.
Wor
k w
ith c
omm
unity
/bus
ines
s le
ader
s to
asse
ss p
rogr
am o
ffer
ings
.
4.b
Off
ice
of R
esea
rch
Dea
n of
Inst
ruct
ionN
ocat
iona
lE
duca
tion
Tec
h-Pr
ep C
oord
inat
orM
arke
ting
Com
mitt
ee
4.c
Fall,
199
7 --
ongo
ing
4.d
Inst
itutio
nal R
esea
rch
Upd
ate
Des
ign
is in
pro
gres
s.
Tec
h-Pr
ep R
epor
t
D. N
eed
for
rese
arch
tode
term
ine
disa
bled
deg
ree
and
cert
ific
ate
com
plet
ion
rate
s
5.a
Res
earc
h di
sabl
ed d
egre
e an
dce
rtif
icat
e co
mpl
etio
n ra
tes.
5.b
Off
ice
of R
esea
rch
5.c
Fal1
,-19
96C
urre
nton
goin
g5.
d St
uden
t Equ
ity R
epor
tU
nder
way
.
'88
Transfer at MSJC
Transfer Research Results, 1995The percentage of each group that is enrolled to the percentage who transfer toa CSU or a UC campus each year and the ethnic distribution of these transferstudents.
% MSJC population 91/92 92/93 93/94
Asian/Pacific Islander 2.3% 2.3% 2.5%
African American 2.7% 3.2% 3.3%
Filipino 0.9% 1.1% 1.1%
Hispanic 14.2% . 15.3% 16.5%
Native American 2.7% 2.8% 2.6%
White 74.7% 71.3% 69.7%
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the six groups does not equal100%. As Disabled and Female rates are currently unavailable, they are not displayed in MSJC population.)
% MSJC transfer rates 91/92 92/93 93/94
Asian/Pacific Islander 2.5% 5.5% 4.2%
African American 4.2% 6.4% 3.1%
Filipino 0.0% 1.8% 0.52%
Hispanic 11.8% 13.6% 18.2%
Native American 0.8% 0.9% 0.0%
White 74.0% 55.5% 61.5%
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the six groups does not equal100%. These data are provided by CPEC. Disabled and Female population data are currently unavailable.)
8952
Transfer at MSJC
Transfer Research Results, 1996The percentage of each group that is enrolled to the percentage who transfer toa CSU or a UC campus four years later and the ethnic distribution of thesetransfer students.
% MSJC population 91/92
Asian/Pacific Islander 2.3%
African American 2.7%
Filipino 0.9%
Hispanic 14.2%
Native American 2.7%
White 74.7%
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the six groups does not equal100%. As Disabled and Female rates are currently unavailable, they are not displayed in MSJC population.)
% MSJC transfer rates 94/95
Asian/Pacific Islander 3.6%
African American 3.2%
Filipino 0.0%
Hispanic 13.2%
Native American 2.3%
White 64.5%
(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the six groups does not equal100%. These data are provided by CPEC. Disabled and Female population data are currently unavailable.)
9053
Research Implications, 1995Education Code section 51027 requires that the governing board of each community college districtrecognize transfer as one of its primary missions, and that an emphasis shall be placed on thepreparation and transfer of underrepresented students. Mt. San Jacinto College found that althoughit places great importance on transfer, and has established a successful Transfer Center, more needsto be done to increase transfer rates, specifically among historically underrepresented groups andethnic minorities, as defined by Division 6 of Title 5, Subchapter 4, Section 54220.
At. Mt. San Jacinto College, Asians and Pacific Islanders are transferring at slightly higher rates thantheir representation in the community and at the college. African Americans are transferring on parwith their representation (1993/94) though transfer rates are below representation figures for the twoproceeding years. African Americans are also transferring at slightly higher rates than theirrepresentation in the community. Filipinos are transferring at rates very slightly under theirrepresentation in the college. Their representative percentage in the community cannot bedetermined from current census data. Hispanics are transferring at rates very slightly under theirrepresentation in the college and slightly below their representation in the community. NativeAmericans are transferring at much lower rates than their representation in the college and slightlybelow their representation in the community, though their representation in the college is slightlyhigher than within the community. Whites transfer at rates slightly lower than their representation inthe college.
Goal: To increase by 5% a year the number of students who transfer
Goal: To ensure the ethnic distribution of transfer students is within 2% of theenrollments four years earlier
Research Implications, 1996Transfer rates are up less than 1% for African Americans and down less than 1% for Asian/PacificIslanders and Filipinos. Hispanics experienced a 5% drop in transfer. Whites experienced a 3%increase in transfer. Although the College met its goal of ensuring the ethnic distribution of transferstudents is within 2% of the enrollments four years earlier, the goal of increasing by 5% a year thenumber of students who transfer has not been met. The College must consequently increase itstransfer efforts.
9154
TR
AN
SFE
RB
arri
ers
Impl
emen
tatio
n St
rate
gyA
ccou
ntab
ility
Tar
get D
ate
Eva
luat
ion
Ben
c m
arks
T. N
eed
for
grea
ter
cam
pus-
wid
e aw
aren
ess
of tr
ansf
erre
quir
emen
ts
1.a
The
tran
sfer
cen
ter
will
pro
duce
info
rmat
iona
l bro
chur
es a
nd f
act s
heet
s to
incr
ease
stu
dent
, cou
nsel
or, a
ndin
stru
ctio
nal f
acul
ty a
war
enes
s of
tran
sfer
requ
irem
ents
and
opt
ions
.
1.b
Tra
nsfe
r C
ente
rSt
uden
t Ser
vice
s1.
c Sp
ring
, 199
6 --
ongo
ing
1.d
Prod
uctio
n of
bro
chur
es a
ndfa
ct s
heet
s
T. N
eCil
fui i
11c,
ICab
ed w
litte
lt2.
a T
llc A
lticu
lativ
u O
ffic
cl w
ill2.
b A
lticu
llltiv
u1
2.c
Full,
ongo
ing
2.d
Tra
nnfc
1 C
eiat
e1 A
u11u
u1 R
Gpu
itat
icu
a i n
agl
eCU
mel
ltsill
I/1
1 it.
.11
it jU
ll ag
leei
ueut
b.
3.c
Fa11
-199
6T
. Nee
d fo
ol il
lciC
aanc
l3.
a T
he A
1tic
ulat
1V11
Off
1GC
1i i
lioki
3.b
Alti
culu
tiuil
Off
ic,C
I3.
d T
ians
frl C
eute
l Aw
luul
Rep
uit
in u
ity...
iOu
Uet
Wec
u 4.
-uuu
Sc O
tSI
gu a
u iu
eet1
11gs
with
ill,t
iuU
iviia
l fac
ulty
toU
ugui
ng, r
un y
slid
nun
em
it, d
ivib
iullS
I,
11.
F.0
II O
lega
l diii
g at
kll
a [U
lfkl
Uil
Cal
k. d
ivi,i
uiu.
reg
tu ju
g ul
titA
l a it
'll.
T. N
eed
for
grea
ter
tran
sfer
amon
g al
l stu
dent
s,pa
rtic
ular
ly h
isto
rica
llyun
derr
epre
sent
ed s
tude
nts
4.a
The
Tra
nsfe
r C
ente
r w
ill o
ffer
tran
sfer
orie
ntat
ions
.
The
Tra
nsfe
r C
ente
r w
ill w
ork
with
all
appr
opri
ate
colle
ge p
erso
nnel
to in
crea
setr
ansf
er a
mon
g hi
stor
ical
ly u
nder
repr
esen
ted
stud
ents
and
to r
esea
rch
prog
ram
s w
hich
supp
ort u
nder
repr
esen
ted
stud
ent t
rans
fer.
4.b
Tra
nsfe
r C
ente
r4.
c Sp
ring
, 199
6 --
ongo
ing
Est
ablis
hmen
t of
atle
ast o
ne p
rogr
am:
Fall,
199
7 --
ongo
ing
4.d
Tra
nsfe
r C
ente
r A
nnua
l Rep
ort
Incr
ease
in n
umbe
r of
tran
sfer
s,sp
ecif
ical
ly a
mon
g tr
aditi
onal
lyun
derr
epre
sent
ed s
tude
nts
Est
ablis
hmen
t of
prog
ram
All
ttpin
up
itt o
cul
lege
pers
onne
lC
ouns
elor
s
T. N
eed
for
incr
ease
dcu
rric
ulum
off
erin
gs to
ass
ure
that
stu
dent
s ca
n m
eet G
Ere
quir
emen
ts a
t MSJ
C in
ava
riet
y of
dis
cipl
ines
5.a
The
Off
ice
of I
nstr
uctio
n w
ill o
vers
ee a
stud
y of
GE
req
uire
men
ts/c
ours
e of
feri
ngs
at C
alif
orni
a co
mm
unity
col
lege
s in
ord
er to
asse
ss M
SJC
cou
rse
offe
ring
s.
5.b
Off
ice
of I
nstr
uctio
n5.
c A
ugus
t, 19
975.
d Pr
esen
tatio
n of
stu
dy to
all
colle
ge f
acul
ty/a
dmin
istr
ator
s
T. N
eed
for
data
base
toid
entif
y pr
ospe
ctiv
e tr
ansf
erst
uden
ts
6.a
The
Off
ice
of R
esea
rch
will
wor
k w
ithD
ata-
Proc
essi
ngIn
form
atio
n S
ervi
ces
and
the
Tra
nsfe
r C
ente
r to
est
ablis
h a
data
base
to id
entif
y tr
ansf
er s
tude
nts
and
pote
ntia
ltr
ansf
er s
tude
nts
and
to e
valu
ate
MSJ
C's
tran
sfer
eff
orts
. The
Off
ice
of R
esea
rch
and
the
Tra
nsfe
r C
ente
r w
ill p
rodu
ce a
join
tre
port
on
thei
r fi
ndin
gs.
5.b
Off
ice
of R
esea
rch
Dat
a-Pr
oces
sing
Info
rmat
ion
Ser
vice
sT
rans
fer
Cen
ter
6.c
June
; -19
97C
urre
nton
goin
g6.
d Pr
oduc
tion
of O
ffic
e of
Res
earc
h/T
rans
fer
Cen
ter
Rep
ort
Tra
nsfe
r C
ente
r se
rvic
es h
ave
been
eval
uate
d. P
relim
inar
y re
sear
chre
-eva
luat
ing
the
tran
sfer
bas
elin
eha
s be
en c
ondu
cted
.
92B
EST
CO
PY A
VA
ILA
BL
E
93
Bar
rier
sIm
plem
enta
tion
Stra
tegy
Acc
ount
abili
tyT
arge
t Dat
eE
valu
atio
n B
ench
mar
ks
T. N
eed
for
tran
sfer
orie
ntat
ions
7.a
The
Tra
nsfe
r C
ente
r w
ill o
ffer
tran
sfer
orie
ntat
ions
7.b
Tra
nsfe
r C
ente
r7.
c Sp
ring
, 199
6on
goin
g7.
d T
rans
fer
Cen
ter
Ann
ual R
epor
t
T. N
eed
for
coor
dina
tion
oftr
ansf
er f
unct
ions
with
fou
rye
ar c
olle
ges
and
univ
ersi
ties
8.a
The
Tra
nsfe
r C
ente
r w
ill w
ork
toco
ordi
nate
tran
sfer
fun
ctio
ns w
ith f
our
year
colle
ges
and
univ
ersi
ties
8.b
Tra
nsfe
r C
ente
r8.
c Sp
ring
, 199
6 --
ongo
ing
8.d
Tra
nsfe
r C
ente
r A
nnua
l Rep
ort
T. N
eed
for
Tra
nsfe
r C
ente
rre
view
of
impl
emen
tatio
n of
Stat
e m
anda
tes
9.a
The
Tra
nsfe
r C
ente
r w
ill r
evie
w S
tate
man
date
s9.
b T
rans
fer
Cen
ter
9.c
Spri
ng, 1
996
ongo
ing
9.d
Tra
nsfe
r C
ente
r A
nnua
l Rep
ort
T. N
eed
for
recl
assi
fica
tion
ofth
e T
rans
fer
Cen
ter
Spec
ialis
tcl
assi
fied
pos
ition
to a
Cer
tific
ated
pos
ition
10.a
The
Tra
nsfe
r C
ente
r Sp
ecia
list w
illco
ntin
ue r
ecla
ssif
icat
ion
proc
edur
es.
10.b
Off
ice
of th
ePr
esid
ent
Stud
ent S
ervi
ces
10.c
Fal
l, 19
9510
.d R
ecla
ssif
icat
ion
Tra
nsfe
r C
ente
r A
nnua
l Rep
ort
Thi
s go
al h
as b
een
met
.
T. N
eed
for
impl
emen
tatio
nof
a lo
cal a
dvis
ory
com
mitt
eeth
at c
onsi
sts
of s
tude
nts,
cam
pus,
and
fou
r ye
ar c
olle
gean
d un
iver
sity
per
sonn
el
11.a
The
Tra
nsfe
r C
ente
r w
ill w
ork
toim
plem
ent a
n ad
viso
ry c
omm
ittee
11.b
Tra
nsfe
r C
ente
r11
.c S
prin
g, 1
996
-
ongo
ing,
pen
ding
recl
assi
fica
tion
11.d
Tra
nsfe
r C
ente
r A
nnua
lre
port
T. N
eed
for
the
esta
blis
hmen
tof
inst
itutio
nal r
esea
rch
for
ongo
ing
inte
rnal
eva
luat
ion
ofth
e ef
fect
iven
ess
of th
eco
llege
's tr
ansf
er e
ffor
ts a
ndth
e ac
hiev
emen
t of
its T
rans
fer
Cen
ter
Plan
12.a
The
Off
ice
of R
esea
rch
and
Dat
a12
.c J
une,
199
7 --
ongo
ing
12.d
Tra
nsfe
r C
ente
r A
nnua
lR
epor
tR
esea
rch
Upd
ate.
Tra
nsfe
r C
ente
r Se
rvic
es h
ave
been
eval
uate
d. P
relim
inar
y re
sear
chre
eval
uatin
g th
e tr
ansf
er b
asel
ine
has
been
con
duct
ed.
12.b
Dat
a PL
OC
eSsi
il g
Info
rmat
ion
Serv
ices
Off
ice
of R
esea
rch
Tra
nsfe
r C
ente
r
Pioc
usbi
ng I
nfor
mat
ion
Serv
ices
will
wor
kw
ith th
e T
rans
fer
Cen
ter
to a
ssis
t in
this
inte
rnal
eva
luat
ion;
the
Tra
nsfe
r C
ente
r w
illun
dert
ake
the
impl
emen
tatio
n of
the
Tra
nsfe
r C
ente
r Pl
an w
ith th
e su
ppor
ting
docu
men
tatio
n pr
ovid
ed,
T. N
eed
for
stud
ent o
n-si
teex
posu
re to
fou
r ye
ar c
olle
gean
d un
iver
sity
exp
erie
nce
13.a
The
Tra
nsfe
r C
ente
r w
ill w
ork
with
all
coun
selo
rs to
incr
ease
on-
site
tour
s to
fou
rye
ar c
olle
ges
and
univ
ersi
ties
for
MSJ
Cst
uden
ts.
The
Tra
nsfe
r C
ente
r w
ill w
ork
with
coun
selo
rs to
est
ablis
h su
mm
er p
lace
men
ton
loca
l col
lege
and
uni
vers
ity c
ampu
ses.
13.b
Stu
dent
Ser
vice
sC
ouns
elin
g D
epar
tmen
tT
rans
fer
Cen
ter
Cou
nsel
ing
Dep
artm
ent
Tra
nsfe
r C
ente
r
13.c
Fal
l, 19
96 -
-on
goin
g
Sum
mer
, 199
7on
goin
g
13.d
Tra
nsfe
r C
ente
r A
nnua
lR
epor
t; in
crea
se in
num
ber
of o
n-si
te v
isits
as
docu
men
ted
bySt
uden
t Ser
vice
s
Tra
nsfe
r C
ente
r A
nnua
l Rep
ort
Bar
rier
s i
:'*i:]
::Itti
plei
nent
atio
tC S
trat
egy
Acc
ount
abili
ty ii
:::::
Tar
get D
ate
Eva
luat
ion
Ben
chm
arks
T. N
eed
for
tran
spor
tatio
n to
take
stu
dent
s on
tour
s of
fou
rye
ar c
olle
ge a
nd u
nive
rsity
cam
puse
s
14.a
The
Off
ice
of th
e Pr
esid
ent w
ill w
ork
with
the
Tra
nsfe
r C
ente
r to
sec
ure
tran
spor
tatio
n to
take
stu
dent
s on
cam
pus
tour
s.
14.b
Off
ice
of th
ePr
esid
ent
Tra
nsfe
r C
ente
r
14.c
Spr
ing,
+99
619
97 -
- on
goin
g14
.d D
esig
nate
d tr
ansp
orta
tion
vehi
cle
Tra
nsfe
r C
ente
r A
nnua
l Rep
ort
Incr
ease
d st
uden
t tou
rs
T. N
eed
for
grea
ter
stud
ent
acce
ss to
tran
sfer
ser
vice
s15
.a T
he T
rans
fer
Cen
ter
will
wor
k w
ith th
eV
ice
Pres
iden
t of
Stud
ent S
ervi
ces
and
the
Off
ice
of th
e Pr
esid
ent t
o se
cure
incr
ease
dtr
ansf
er c
ente
r sp
ace,
incr
ease
tran
sfer
cent
er s
uppo
rt s
taff
, and
incr
ease
tran
sfer
cent
er h
ours
on
both
col
lege
cam
puse
s.
15.b
Vic
e Pr
esid
ent o
fSt
uden
t Ser
vice
sO
ffic
e of
the
Pres
iden
tT
rans
fer
Cen
ter
15.c
Fal
l, 19
96 -
-on
goin
g15
.d S
trat
egic
Pla
nnin
g R
epor
tT
rans
fer
Cen
ter
Ann
ual R
epor
tT
his
proc
ess
is u
nder
way
.
T. N
eed
for
Tra
nsfe
r C
ente
rac
cess
to a
ll st
uden
t tra
nscr
ipts
16.a
Dat
a-Pr
oces
sing
-witF
wcr
rk-t
o-ad
ci-n
on=
16.c
Fal
l, 19
9716
.d N
on-M
SJC
stu
dent
tran
scri
pts
adde
d to
mai
nfra
me
16.b
Dat
a Pi
v..e
bbtn
gIn
form
atio
n Se
rvic
esM
SJC
btu
deut
-ti m
m-1
4,6
tu th
e m
ainf
iam
e.In
form
atio
n Se
rvic
es w
ill w
ork
with
Stu
dent
Serv
ices
and
the
Tra
nsfe
r C
ente
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MSJC Annual Review Model
Student Equity goals and activities have become a component of MSJC'sregular program review process. Each year, the Student Equity Committee,aided by the Office of Research, produces a Student Equity Report based onongoing research and assessment of campus climate, access, and success.The Student Equity Committee seeks input from all college areas andmaintains representative membership.
58
98
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