support program equity, and student success and basic skills initiative, student … · ·...

2017-19 Integrated Plan: Basic Skills Initiative, Student

Equity, and Student Success And Support Program


Equity, and Student Success and Support Program

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PROGRAM INTEGRATION The integrated SSSP/Student Equity/BSI program model promotes integrated planning and program coordination at the district and college levels. The three programs retain separate requirements as specified in Education Code and Title 5 regulations; these requirements are built into the Integrated Plan to ensure compliance with applicable law and regulations. In coming years, the Chancellor’s Office intends to pursue changes in Education Code and Title 5 regulations to achieve even greater integration and alignment of the three programs in subsequent planning cycles. This plan was developed in consultation with students, staff, administrators, faculty, Academic Senate, the Student Support and Success Committee and members of the community as appropriate. The Governing Board of the San Luis Obispo Community College District adopted the plan on December 6, 2017. The Chancellor’s Office requests each plan to select five integrated student success goals for the period covering this plan to be completed/achieved by June 30, 2019, along with corresponding activities designed to achieve those goals. Goals must be outcomes-based, using system-wide outcomes metrics. Through integrated planning, the following goals for 2017-19 are identified for the Student Equity, Student Success Program (SSSP), and Basic Skills Initiative:

• Improving Basic Skills course completion by 1) increasing the number of students successfully transitioning to college-level mathematics and English courses, and 2) reducing the time it takes students to successfully transition to college-level mathematics and English courses within one year;

• Closing achievement gaps for disproportionally impacted groups and students at-risk for academic or progress probation;

• Improving rates in degree attainment, certificate attainment, and transfer; • Deepening collaborations with high school districts, workforce agencies, or other

community partners, particularly to increase students’ college and job readiness; • Improving the noncredit CDCP certificates awarded, and the number of students

successfully transitioning to noncredit/credit career technical education/workforce.

The following table shows how each goal connects across each program as well as the activities/steps the college will implement in order to achieve each goal.



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Goal Activities in each program that serve the goal listed

Goal Area SSSP Student Equity BSI 1. Basic Skills course completion by 1) increasing the percentage of students successfully placing into college-level mathematics and English courses, and 2) reducing the time it takes students to successfully transition to college-level mathematics and English courses within one year

-Implementation of Multiple Measure Assessment Project for placement

-MMAP faculty support for development of co-requisite California Acceleration Project (CAP) models in math and English

-MMAP faculty support for development of co-requisite model (California Acceleration Project)

Access Retention Transfer ESL/Basic

Skills Completion

Degree & Certificate Completion

Other: 2017-2020 Strategic Plan Objective 1.1

-Focused support for Basic Skills students through academic counseling, academic coaching, and/or support staff interventions

-Focused support for Basic Skills students through academic counseling, academic coaching, and/or support staff interventions

-Focused support for Basic Skills students through academic counseling, academic coaching, and/or support staff interventions (BSSOT)

-Basic Skills success class presentations (ongoing)

-Basic Skills success class presentations (ongoing)

-Basic Skills success class presentations (ongoing) (BSSOT)

-Continued support for professional development



-Interventions for students on Early Alert (Enrollment Success Specialist support)

-Interventions for students on Early Alert (Academic Success Coach support)

-Interventions for students on Early Alert (Academic Success Coach support) (BSSOT)

-Development of new probation interventions, including workshops in-person and online

-Connecting students on probation with Student Success Center (Academic Success Coach support)

Measurement Criteria: -Percentage of first-time students placing into transfer-level English and/or math -Percentage of students that complete transfer level English and math within one year Disaggregation -Race -Gender -Income

-Counseling referrals to course sections with embedded tutors

-Expansion of Basic Skills tutorial services, including embedded tutors and drop-in

-Expansion of Basic Skills tutorial services, including embedded tutors and drop-in

-Identification of key economic barriers for students and provide interventions (scholarship assistance, liaisons)

-Identification of key economic barriers for students and provide interventions (book vouchers, gas cards, meal cards, food pantry)

-Identification of key economic barriers for students and provide interventions (BSSOT - book vouchers)

-Creation and expansion of Guided Pathways for Basic Skills and ESL students, including First Year Experience

-Creation and expansion of Guided Pathways for Basic Skills and ESL students, including First Year Experience

-Creation and expansion of Guided Pathways for Basic Skills and ESL students, including First Year Experience and accelerated models



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and accelerated models (QuickStart Workshops)

and accelerated models (QuickStart Workshops)

(QuickStart Workshops – BSSOT)

-Creation of Student Educational Plans (SEPs) (abbreviated and comprehensive)

-Academic Success Coaches



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Goal Activities in each program that serve the goal listed Goal Area SSSP Student Equity BSI

2. Closing achievement gaps for disproportionally impacted groups and students at-risk for academic or progress probation

-Implementation of Multiple Measure Assessment Project (MMAP) for placement

-MMAP Development of co-requisite model (CAP)



Skills Completion


Other: 2017-2020 Strategic Plan Objective 1.1, 1.2, 2.1

-Interventions for students on Early Alert (Enrollment Success Specialist support, Student Success Plans)

-Interventions for students on Early Alert (Academic Success Coach support, Student Success Plans)

-Interventions for students on Early Alert (Academic Success Coach support, Student Success Plans)

-Development of new Probation interventions, including workshops in-person and online

-Connecting students on probation with Student Success Center (tutors, student success workshops, Writing Center)

-Tracking of students that receive intervention services

-Institutional Research disaggregated data collection

-Institutional Research disaggregated data collection

-Dual enrollment support (assessment 11th grade, counseling, transition to college)



-Equity-minded professional development



-Allocated funding for targeted data collection pertaining to goal



Measurement Criteria: -Access and Retention (Persistence) -Course Completion -Goal Completion (Certificate, Degree, Transfer) -ESL and Basic Skills completion Disaggregation: -ESL/Basic Skills

-Support sense of belonging activities (Dreamers' events, Veterans’ Week, cultural events, targeted population events/trainings, Promise Day)



-Student Success Festival and Student Success Center Open House



-Embedded tutors and expanded Student Success Center services and offerings (StudyTHON)

-Embedded tutors targeting to first year experience (BSSOT)



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-Specialized support services for targeted population (First Year Experience Program, EOPS/CARE/Foster Youth/CalWORKS, DSPS, Veterans, Undocumented Students, Court Schools)



-Targeted getting started support (CMC, Promise, Foster Youth, AB540, Athletes, Veterans)

-Targeted getting started support (CMC, Promise, Foster Youth, AB540, Athletes, Veterans)



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Goal Area SSSP Student Equity BSI 3. Improving rates in degree attainment, certificate attainment, and transfer

-Implementation of Multiple Measure Assessment Project for placement




Skills Completion


Other: 2017-2020 Strategic Plan 1.1

-Guided Pathways (counseling support, career exploration)



-Implementation of Noncredit Progress Indicators for all CDCP certificate programs to identify students who achieve certificates.

-Implementation of embedded noncredit counseling to meet the scheduling needs of noncredit students and increase the number or students who complete a noncredit Student Educational Plan (SEP).

-Implementation of the Integrated Basic Education and Skills Training Program (I-BEST) for ESL/Adult Basic Education programs in collaboration with CTE divisions.


-Embedded tutors for ESL, basic skills, and gateway courses

-Embedded tutors for ESL and basic skills courses

Measurement Criteria: -Persistence -Course Completion -Percentage of students who followed their Comprehensive Student Education Plan




-Counseling support for the creation of Student Educational Plans (SEPs) (abbreviated, comprehensive, and noncredit)

-Academic Success Coaching Support

-Collaboration with counselors and first year experience program and QuickStart (BSSOT)

-Transfer Day Event and UC/CSU application assistance

-Outreach and promotion support, 4-year college tours for targeted groups

-Faculty support and participation



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Goal Area SSSP Student Equity BSI 4. Deepen collaborations with high school districts, workforce agencies, or other community partners, particularly to increase students’ college and job readiness

-Guided pathways development to ensure appropriate transition from high school to college (Promise)




Skills Completion



-Enrollment Success Specialist liaisons for each local area high school

-Enrollment Success Specialist liaisons for each local area high school




-Cougar Welcome Day Orientations for Promise students, general students, and parents on Saturdays



-New outreach model (director and support staff)

-Support campus-wide outreach efforts (Edúcate, Promise Day)

-Support campus-wide outreach efforts

Measurement Criteria: -Count of partnerships with local business and organizations -Count of students participating in internships

-Noncredit/Credit counselor participation in workforce agencies and community partner meetings to collaborate on programs and increase participation and transition


-Implementation of "Campus Night" for community-based noncredit ESL students to visit campus and enroll in courses on campus.





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Goal Area SSSP Student Equity BSI 5. Improve noncredit CDCP certificates awarded and successful transition to noncredit/ credit career technical education/workforce

-Embedded counseling for all noncredit students to complete a noncredit Student Education Plan

-Development of noncredit CTE programs to meet the needs of Basic Skills and ESL students and increase employment opportunities

-Development of noncredit CTE programs to meet needs of Basic Skills and ESL students and increase employment opportunities


Skills Completion



-Bilingual Student Services Site Specialist to assist students with the core services of orientations, assessment, and follow-up services

-Bilingual Assessment Proctor to assess noncredit students

-Embedded tutoring at community settings for noncredit ESL courses

-Drop in tutoring

-Ongoing professional development for noncredit student success



-Support campus activities specifically targeting noncredit ESL and basic skills students during evening hours

-Support campus activities specifically targeting noncredit ESL and basic skills students during evening hours

Measurement Criteria: -Percentage of students that attain a CDCP certificate -Percentage of students that pass a CDCP noncredit course required for certificate completion -Percentage of noncredit students who gain and retain employment after CDCP certificate completion

-Implementation of new CDCP noncredit programs for students with goals to transition to CTE programs (e.g. Noncredit Home Health Care, Hospitality, Office Management)

-Collection of data specific to noncredit progress indicators, noncredit transitions, CDCP certificate completions and course completion rates

-Collection of data specific to noncredit progress indicators, noncredit transitions, CDCP certificate completions and course completion rates



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Marketing and Outreach Support



The Student Support and Success Committee serves as the advisory committee for Student Equity, Student Success and Support, and the Basic Skills Initiative. The directors of these programs are members of this committee in addition to the Vice President of Student Services, deans, academic and service faculty, student services support staff, and a student senate representative. The committee description has been updated annually since 2015 to reflect the new responsibilities of the committee.

In Spring 2017, the Student Support and Success Committee approved the five goals for the 2017-2019 Integrated Plan. As a subset of this committee, the directors that oversee Credit and Noncredit SSSP, Student Equity, and BSI are part of an Integration Taskforce. This taskforce meets regularly outside of committee time to bring forth ideas and updates to the committee. In addition, the Taskforce meets with student services groups for both training and brainstorming to solicit input. In Fall 2017, the College added Institutional Research to the taskforce due to the strong need for data to analyze previous goals as well as to make data-driven decisions to inform future goals. This taskforce will continue to meet regularly to monitor program activities, progress, budget expenditures, and to perform program reviews. The integrated plan was also vetted through College Council and the Academic Senate before final approval by the Board of Trustees.



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Executive Summary San Luis Obispo County Community College District, Cuesta College is dedicated to providing accessible, high quality education for the support and enhancement of success for all students we serve. Cuesta College’s mission statement serves as the basis for setting our institutional priorities and guiding our practices, programs, and services. Cuesta’s mission statement reads: “Cuesta College is an inclusive institution that inspires a diverse student population to achieve their educational goals. We effectively support students in their efforts to improve foundational skills, transfer to four-year institutions, earn certificated or associated degrees, and advance in the workforce. Through dynamic and challenging learning opportunities, Cuesta College improves lives by promoting cultural, intellectual, and professional growth. We prepare students to become engaged citizens in our increasingly complex communities and world.”

Cuesta College’s Student Equity Plan creates action steps to improve successful outcomes for all students based on self-evaluation measures. More specifically, the plan documents the College’s progress toward ensuring that groups historically underrepresented in higher education have an equal opportunity for success. The Student Support and Success Committee reviews all integration activities and provides recommendations as the overseeing body for the Student Equity Plan, Basic Skills Initiative (BSI), and the Credit and Noncredit Student Support and Success Program (SSSP). The Student Support and Success Committee coordinates feedback to the District’s work groups through the Shared Governance process. It is composed of instructional and non-instructional faculty, the Director of Student Equity and Success Centers, the BSI Coordinator, the SSSP Director, the Noncredit Student Success and Support Associate Director, Academic Affairs and Student Services Deans, academic counselors, and representatives from Financial Aid, Extended Opportunity Programs and Services (EOPS), a Cuesta College Classified United Employees (CCCUE) representative, and a representative from the Associated Students of Cuesta College (ASCC). Non-voting members include the Director of Institutional Research, Vice President of Student Services and College Centers, and the Vice President of Academic Affairs.

Targeted Groups: Using data generated based on the Chancellor’s Equity reporting template (outlined in the Student Equity Plan instructions), six student groups are identified as experiencing success at significantly lower rates than those who are in the highest performing groups. The percentage point gap methodology compares the percent of students in a disaggregated subgroup who succeed in an outcome with the percent of all students who succeed in the



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same outcome. According to this methodology, a "-3 percentage point gap or greater" is evidence of a disproportionate impact. With consideration to the margin of error, equity gaps exist in more than one measure for the following student groups: Latinx/Hispanic, students with documented disabilities, and current/former foster youth. Figure 1.1 summarizes these findings. Pursuant to AB 504, the California Community Colleges Chancellor’s Office requires the tracking of the following student populations: Gender, current or former foster youth, students with disabilities, low-income, veterans, ethnicity (American Indian/Alaska Native, Asian, Black/African American, Latinx/Hispanic, Native Hawaiian/Pacific Islander, White, Some Other Race, More Than One Race), homeless, lesbian, gay, bisexual, and transgender Cuesta College will collect multivariate data to identify disproportionate impact to inform decision-making for targeted support of the above groups. FIGURE 1.1

Success Measure Underserved Student Groups Access Students who are males*, white*, veterans,

foster youth** and students with documented disabilities

Course Completion Students who are African American/Black, Latinx/Hispanic, and foster youth**

Basic Skills/ ESL Completion Latinx/Hispanic*** and low-come*** Degree and Certificate Completion Foster youth* Transfer Students who are

Latinx/Hispanic, students who have documented disabilities, and students from low-income backgrounds

*Category not historically disproportionately impacted and gap due to county population data including local CSU San Luis Obispo college students. **Due to lack of data and identification barriers, current and former foster youth are not indicated as disproportionately impacted under the success measures “Access” and “Degree and Certificate Completion”. Current and former foster youth will be targeted in our plan in these areas based on qualitative feedback from foster youth community partnerships indicating gap in services responding to the needs of foster youth in the areas. *** The Equity data presented above is not inclusive of Basic Skills/ESL noncredit data, and therefore does not accurately reflect the equity gaps for these students.



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Goals/Outcomes: Consistent with the San Luis Obispo County Community College District's (SLOCCCD's) Institutional Goals, outlined in the SLOCCCD Educational Master Plan Addendum 2016-2026 (see 2017-2020 Strategic Plan), the district's Student Equity Plan goals are to increase success rates for each of the success indicators and fully close the identified achievement gaps within the next ten years, following the Chancellor's Vision for Success Goals 2022. Through our integrated planning, the following goals for 2017-19 are identified for the Student Equity, Student Success Program (SSSP), and Basic Skills Initiative:

• Basic Skills course completion by 1) increasing the number of students successfully transitioning to college-level mathematics and English courses, and 2) reducing the time it takes students to successfully transition to college-level mathematics and English courses within one year

• Closing achievement gaps for disproportionally impacted groups and students at-risk for academic or progress probation

• Improving rates in degree attainment, certificate attainment, and transfer • Deepen collaborations with high school districts, workforce agencies, or other

community partners, particularly to increase students’ college and job readiness • Improve noncredit CDCP certificates awarded and successful transition to

noncredit/credit career technical education/workforce.

Activities:

Campus-based research provided the framework for identifying ways to expand and integrate existing activities supported by Student Success and Support Programs (SSSP), Basic Skills Initiative (BSI), Basic Skills Student Outcomes Transformation Grant (BSSOT), Extended Opportunity Program and Services (EOPS), Cooperative Agencies Resources for Education (CARE), and CalWORKS. The Student Support and Success Committee continues to monitor and recommend activities based on best practices in student services, instruction, and learning support to serve the targeted groups across all five success measures. The Equity Plan is aligned and integrated with other categorical programs, enabling several of the activities to expand across already existing programs. For example, with the use of BSI and BSSOT funding, we have been able to increase the accessibility of embedded tutoring for Basic Skills, English as a Second Language (ESL) and "gateway" courses with low success rates. Student Equity Plan activities are also aligned with our Student Success and Support Program (SSSP). Through our integrated planning, Student Equity is able to support the SSSP Student Enrollment Success Specialist positions, providing intensive outreach for targeted students identified through the Equity Plan as experiencing access barriers. The Student Equity Plan continues to strengthen services to current and/or former foster youth and low-income students by utilizing financial support from EOPS, CARE, CalWORKS, and the



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Department of Social Services, to create a foster youth resource center within the current EOPS/CARE/CalWORKS office, otherwise known as CaFE, encompassing counseling, case management, assistance with program eligibility, and referrals to on and off-campus support, and other resources. Also, with the implementation of Academic Success Coaches, the college is now able to provide intrusive, comprehensive academic and holistic support for foster youth, first generation, and low-income students. Student Equity, SSSP, and BSI will continue to work together to implement Multiple Measures Assessment Placement through development of co-requisite models, expanding embedded tutoring, and ongoing faculty professional development. These efforts will be part of the college’s commitment to Guided Pathways, creating clear maps for students to progress and succeed. Equity activities are focused on supporting integrated academic support, providing intrusive advising and tracking, and expanding opportunities for educational and career learning experiences. Student Equity continues to work with the Basic Sills Student Outcomes Transformation Grant (BSSOT) through collaboration of Zoom, our First Year Experience (FYE) Program, and QuickStart, a summer bridge program, which allows students to re-assess after completing the math and/or English workshops. Both programs work to close the gap in student success rates for English and math by helping students progress more rapidly to transfer-level courses, thereby reducing the number of exit points for basic skills students. The Faculty Learning Community, a third focus of the grant, is working to create a comprehensive, long-term evidence-based plan for improving and sustaining basic skills student success at Cuesta. Zoom, now in its second year, is in place on our North County and San Luis Obispo Campuses, and includes learning communities, an accelerated math and English course, dedicated academic counselors, textbook support, required study hours, campus-specific academic success coaches, and embedded tutors in most core classes. Student Equity supports the academic coaches for all Zoom participants, and funded the pilot First Year Experience cohort, enabling the opportunity to expand the FYE through the BSSOT Grant. Cuesta College is also committed to serving students at the California Men’s Colony (CMC) State Prison, representing males that are predominately low-income, African American, and first generation. Access to college education of State prison inmates has been limited correspondence courses, severely restricting the scope and quality of the educational experience compared to face-to-face instruction supported by technology. With support of a new technology lab and access to books and course materials, Equity funds have provided needed instructional support for CMC students. The college plans to expand and strengthen course offerings at CMC and is in the process of building infrastructure for long-term sustainability.



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Cuesta College continues to expand support services for undocumented students, holding on-going community Ally trainings, peer support groups, financial aid, and county-wide informational conferences on immigration. Cuesta hosted its first Supporting the Dream for Undocumented Students and Families in September 2017, and will continue to lead in creating an inclusive, welcoming campus for all our students to feel valued, nurtured, and connected to the Cuesta community. One of the major components of supporting student equity is by offering professional development to promote equity and inclusion, with the goal to close achievement gaps within the next 10 years. Comprehensive professional development focused on student success and equity are shared through BSI, SSSP, and Student Equity, resulting in more opportunities for faculty, staff, and students to collaborate and identify best practices to bring to our campus. Cuesta College is an institutional partner with the Center for Organizational Responsibility and Advancement (CORA), which serves to build capacity necessary to support successful outcomes for men of color. Currently, the college is offering a professional development opportunity for all faculty and staff to engage in an on-line certificate course on unconscious bias and micro-aggressions. FIGURE 1.2

Student Equity Activities ACCESS Training and outreach to community partners and comprehensive intrusive support for foster youth through EOPS/CARE/Foster Youth/CALWORKS, DSPS Enrollment Specialists to target outreach for underserved populations Cultural/Educational/ Outreach events (Vets Week, Edúcate Sí Se Puede, campus tours, Cougar Welcome) Outreach Activities to support high school partnerships and dual enrollment Trainings and Community Events (Undocu Ally, Safe Space, etc) COURSE COMPLETION Expanded embedded tutoring, specifically targeting Basic Skills, ESL, Gateway courses Academic Success Coaches Early Alert and intrusive academic support First Year Experience and QuickStart/Summer Bridge programs Web based test preparation program for Mathematics (ALEKS) Comprehensive Writing Center training and faculty mentorship with student tutors Technology and education access to California Men's Colony Trainings and Community Events (Undocu Ally, Safe Space)



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BASIC SKILLS/ESL COMPLETION Academic Success Coaches Expanded embedded tutoring, specifically targeting Basic Skills, ESL, Gateway courses Financial Aid program for low income students/ Cuesta Boost book vouchers Early Alert and intrusive academic support Web based test preparation program for Mathematics (ALEKS) DEGREE/CERTIFICATE COMPLETION Expanded embedded tutoring, specifically targeting Basic Skills, ESL, Gateway courses Academic Success Coaches Cultural Center activities targeted for underserved student groups Financial Aid program for low income students/ Cuesta Boost book vouchers First Year Experience and QuickStart/Summer Bridge programs TRANSFER Outreach and educational events Academic Success Coaches Financial Aid program for low income students/ Cuesta Boost book vouchers Early Alert and intrusive academic support MULIPLE INDICATORS Guided Pathways- Support for development of co-requisite models for Multiple Measures Placement Professional Development on student equity and student success best practices Activities centered on collecting, analyzing and disseminating disaggregated data, focusing on success indicators and underserved student groups

2017-19 Integrated Plan: Basic Skills Initiative, Student Equity, and Student Success and

Support Program

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Resources: Student Equity Gaps and Activities (shaded red indicates a disproportionate impact using the percentage point gap methodology) *Category not historically disproportionately impacted and gap due to county population data including local CSU San Luis Obispo college students. **Current and former foster youth will be targeted in our plan in these areas based on qualitative feedback from foster youth community partnerships indicating gap in services responding to the needs of foster youth in the areas. Degree completion rate came into existence before we collected foster youth status so data is not available. ***Excludes students at the California Men’s Colony (CMC). Equity Gap changes to +3.1 with the inclusion of CMC students. ****Due to 8 of 9 ESL courses moving to noncredit, there is a lack of data collection of noncredit students and gap persists and college is working on tracking noncredit success indicators.

Success Measure

Underserved Groups

Student Population 2014-15

# of Students Impacted 2014-15

Equity Gap 2014-15/ Error

Students Needed to Close Gap





Activities Other Funding Sources

A. Access White 7198 7198 -16.6%+/ 3.0%

see * 8979 8979 -16.8%*/ 3.0%

see* Enrollment Success Specialist, Vets Week

SSSP

Males 6002 6002 -4.1%/ 3.0%

see* 7968 7968 -3.7%*/ 3.0%

see* Enrollment Success Specialist, Vets Week

SSSP

Veterans 263 263 -6.2%/ 6.0%

16 380 380 -6.2%/ 6.0%

24 Vets Week, Enrollment Success Specialist

SSSP

Individuals with Disabilities

574 574 -3.0%/ 4.0%

n/a 766 766 -8.0%/ 4.0%

61 Enrollment Success Specialist

SSSP

Foster Youth 207 207 1.4%/ 7.0%

n/a 301 301 +1.8%**/ 7.0%

n/a Training, Enrollment Success Specialist

SSSP


Support Program

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Success Measure

Underserved Groups










B. Course Completion

Foster Youth 207 207 -18.5%/ 7.0%

38 301 301 -16.7%/ 6.0%

50 CaFE Program, Academic Success Coach, Enrollment Success Specialists, Faculty Feedback, EOPS Slots

EOPS, CARE, SSSP, CalWORKS, TANF, DSS,

African American/ Black

168 168

-7.0%/ 8.0%

n/a 329 329 -6.4%***/ 5.0%

21 Embedded Tutors, Book Vouchers/Loan

SSSP, BSI, BSSOT

Latinx/ Hispanic

4082 4082 -5.9%/ 3.0%

241 5728 5728 -4.1%/ 3.0%

234 Embedded Tutors, Book Vouchers/Loan, Academic Success Coach

SSSP, BSI, BSSOT

American Indian/ Alaska Native

70 70 -5.1%/ 12.0%

n/a 92 92 -7.7%/ 10.0%

n/a Embedded Tutors, Book Vouchers

3SSP, BSI, BSSOT

C. Basic Skills/ESL Completion

Multi-Racial 604 22 -13.3%/ 21%

n/a 852 15 -11.6%/ 25.0%

n/a FYE, Summer Bridge. Embedded Tutors

BSI, BSSOT

Latinx/ Hispanic

4082 192 -10.1%/ 7.0%

19 5728 138 -1.6%**** /9.0%

n/a FYE, Summer Bridge, Professional Development, Embedded Tutors, Academic Success Coach

BSI, BSSOT


574 26 -5.6%/ 19.0%

n/a 766 54 +7.7%/ 13.0%

n/a Embedded Tutors, professional development

BSI, BSSOT

Low-Income 5229 312 -4.0%/ 6.0%

n/a 7539 210 +1.3%****/ 7.0%

n/a FYE, Summer Bridge, Embedded Tutors, Book Vouchers

BSI, BSSOT


Support Program

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Success Measure

Underserved Groups










D. Degree/ Certificate Completion

Unknown Students

154 16 -7.9%/ 25.0%

n/a 214 9 n/a n/a 4-year college visits, Book Vouchers/Loan, Embedded Tutors, Cultural Center, Writing Center

BSI, BSSOT

Asian 439 69 -3.0%/ 12.0%

n/a 599 20 -11.9%/ 22.0%

n/a Book Vouchers, Embedded Tutors

BSI, BSSOT

Latinx/ Hispanic

4082 309 -4.6%/ 6.0%

n/a 5728 386 -2.9%/ 6.0%

n/a Embedded Tutors, Zoom, QuickStart

BSI, BSSOT

Foster Youth 207 No Data No Data n/a 301 No Data**

No Data**

n/a CaFE, Registration Event, FA Technician, Academic Success Coach, Book Loan Program

EOPS, Care, CalWorks, TANF, DSS, Financial Aid

E. Transfer Latinx/

Hispanic 4082 190 -7.0%/

7.0% 13 5728 386 -5.7%/

5.0% 22 Edúcate Sí Se Puede

Event, UndocuAlly trainings, Book Vouchers/Loan

Foundation ASCC, Wells Fargo, BSSOT, SSSP


574 67 -9.9%/ 12.0%

n/a 766 103 -13.8%/ 10.0%

14 4-Year Campus Tours

Low-Income 5229 540 -6.0%/ 4.0%

32 7539 999 -4.0%/ 3.0%

40 Book Vouchers/Loan, FA Counselor

Financial Aid


Support Program

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Success Measure

Underserved Groups










Several Indicators/ Target Groups

Data Analyst, Student Success Centers Assoc. Director, Student Success Centers Technician, Dir. of Stud. Equity & Success Centers, Dean of Institutional Research, Cultural Center Asst., Professional Development

SSSP, BSI, BSSOT


Support Program

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2016-17 California Men’s Colony (CMC) State Prison: Course Completion Progress Success Measure

Underserved Groups Non- CMC Student Enrollments 2016-17

Rate of Course Completion

CMC Student Enrollments2016-17

Rate of Course Completion

Difference in % Success

Activities

Course Completion

American Indian/Alaska Native

311 65% 11 100% +35% Computer Lab, software, books, Lab Assistant

Asian 1562 79% 17 94% +15% Black/ African American

693 67% 335 96% +29%

Hispanic/ Latinx

15721 69% 100 90% +21%

Native Hawaiian or PI 61 62% 20 80% +18% Multi-Racial 2958 71% 10 100% +29% Unknown 376 81% 32 97% +16% White 31471 75% 97 96% +21%



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Student Equity Funds/Expenditures:

Contact Person for Student Equity: Que Dang, Director of Student Equity and Success Centers (805) 546-3100 ext.2323 [email protected]

Point of Contact for Basic Skills/Student Equity/Student Success and Support Integrated Planning: Name: Erin Lastreto Title: Director of Assessment and Student Success and Support Program Email Address: [email protected] Phone: (805) 546-3100 x2238

Student Equity Expenditures 2014-15 2015-16 2016-17 (expended by June 30, 2018)

2016-17 (expended by June 30, 2018)

Outreach $3,510 $4,599 $13,543 $6,000 Student Services & Categoricals $65,694 $101,493 $25,436 Research and Evaluation $48,033 $89,687 $25,868 $10,000 Student Equity Coordination & Planning $56,795 $253,794 $102,413 $25,603 Curriculum/Course Dev. & Adaptation $10,590 $16,566 $7,961 Professional Development $26,597 $67,857 $70,485 $25,720 Instructional Support $250,581 $417,432 $369,471 $45,000 Direct Student Support $70,391 $17,933 $35,000 Total $385,516 $980,044 $691,238 $180,720

mailto:[email protected]

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