Update to the 2015 Student Equity Plan

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1 Update to the 2015 Student Equity Plan 2016

2 The College of the Sequoias Community College District is committed to achieving student equity. The following report is an update to the District s Student Equity Plan that was submitted to the California Community College Chancellor s Office (CCCCO) on December 18, Background During the school year, the District began preparing its initial Student Equity Plan that was submitted to the CCCCO on January 1, As required, the District divided its student population into 19 different groups based on race, gender, socio-economic status, and other factors. The District then studied how these different groups of students performed with respect to 13 different student success indicators like Course Completion, Persistence, and Transfer. The District used the Proportionality Index methodology to identify groups that were below or far below equity, with respect to the other groups, in these specific indicators. These groups were identified as the District s Disproportionately Impacted Groups (DIGs). Once these groups were identified as DIGs, the District developed goals (with supporting actions) to increase success for these specific groups within the specific areas of deficiency in an effort to close the gap between the DIGs and other groups within the District. These goals and actions then served to guide the work of the District s Student Success Program throughout the year. Each summer, data is collected specific to the goals and actions identified in the Student Equity Plan so that each area can be assessed and evaluated. This work then guides how the Student Equity Plan will be adjusted for the following year. The data contained in this report was from the school year. It was collected and analyzed during summer 2016 and used to guide student equity efforts for the campaign. Additional updates were included as they became available.

3 Update to the 2015 Student Equity Plan Table of Contents Equity Plan Summary of Goals Evaluation... 1 Equity Plan Summary of Activities Assessment DIG Designation Matrix Summary DIG Designation Matrix DIG Designation Matrix Student Success Program Summary for Fall Student Success Program Student Profile For Fall Fall 2016 Term GPA Summary Fall 2016 Math, English, & ESL Success Summary Fall 2016 Course Success And Withdrawal Summary... 26

4 Equity Plan Goal Evaluation Update The following data collected are for the Equity Plan, which contains an evaluation plan of 15 goals and an assessment plan of 27 activities. The data collected are to be used as baseline data. Data collection remains an ongoing process. Goal A.1: Increase the enrollment number of African American, American Indian, Asian, and Pacific Island students by 5% in the next 3 years. Data collected for first-time freshman enrollment from feeder high schools indicate that between fall 2014 and fall 2015: o The percentage of African American (+0.03%), Alaskan Native/American Indian (+0.03%), and Pacific Islander (-0.13%) students remained about the same. o The percentage of Asian students decreased (-1.36%). The Chancellor s Office Scorecard data was used to review these student groups equity performances in the Access metric. All student groups were designated as DIGs in both cohorts. Table 1 Students Equity Performance by Access Metric Access Metric Equity Performance Student Population 2008/2009 Cohort 2009/2010 Cohort African American Far Below Equity Below Equity American Indian/Alaskan Native Far Below Equity Far Below Equity Asian Below Equity Far Below Equity Pacific Islander Far Below Equity Far Below Equity Goal A.2: Research and collaborate with Service Area Counties to gain additional data on foster youth students. A new data source on K-12 foster youth was located: California Department of Education's Data Quest. The foster youth data may be disaggregated by county, district, school, gender, and race/ethnicity. Gender disaggregation is available at most levels (e.g., county, district, school) whereas race/ethnicity is available at the county level. The most current available data is for the academic year. In , the number of foster youth students, in grades 10-12, was 92 in Kings County and 378 in Tulare County, for a combined total of 470. In , the number of foster youth students, in grades 10-12, that were enrolled in the District s feeder high schools was 192. The majority of these students were female (65%). 1

5 Goal C.1: Increase Math improvement rates by 3% in the next 3 years among male, students with disabilities, and American Indian students. The following data is based on the academic year (Fall 2015 and Spring 2016) and will be used as baseline data. Success rates were gathered for the following basic skills math courses: Math 230, 200, and 360. Male students and students with disabilities success rates were highest in in Math 230 at 54% and 58%, respectively (Figures 1 and 2, respectively). American Indian/Alaskan Native students success rates were highest in Math 200 at 29% (Figure 3). The data presented for Math 360 is only for Fall 2015 because there were no grades for this population in Spring Additionally, the number of successful grades for American Indian/Alaskan Native students is less than five in each basic skills math course. Figure 1. Success rates for male students in Basic Skills math courses (Math 230, 200, and 360) for the academic year. 2

6 Figure 2. Success rates for students with disabilities in Basic Skills math courses (Math 230, 200, and 360) for the academic year. *Math 360 rate is only for Fall Figure 3. Success rates for American Indian/Alaskan Native students in Basic Skills math courses (Math 230, 200, and 360) for the academic year. Goal C.2: Increase English improvement rates by 3% in the next 3 years among male, African American, students with disabilities, and American Indian students. The following data is based on the academic year (Fall 2015 and Spring 2016) and will be used as baseline data. Success rates were gathered for the following basic skills English courses: English 251, 261, and

7 The success rates for male students were 50% in English 251 and 48% in English 360 (Figure 4). Male students success rates in English 261 was 27%, however, the overall number of successful grades was only 12. The overall success rate for African American students in English 251 was 49%. The number of successful grades for African American students in English 261 and English 360 were both less than ten (Figure 5). The success rates for students with disabilities were 51% in English 251 and 43% in English 360. The number of successful grades in English 261 was less than five (Figure 6). The number of successful grades for American Indian/Alaskan Native students enrolled in each of the basic skills English courses was less than five (Figure 7). Figure 4. Success rates for male students in Basic Skills English courses (English 251, 261, and 360) for the academic year. 4

8 Figure 5. Success rates for African American students in Basic Skills English courses (English 251, 261, and 360) for the academic year. Figure 6. Success rates for students with disabilities in Basic Skills English courses (English 251, 261, and 360) for the academic year. 5

9 Figure 7. Success rates for American Indian/Alaskan Native students in Basic Skills English courses (English 251, 261, and 360) for the academic year. Goal C.3: Increase ESL improvement rates by 3% in the next 3 years among male students. The overall success rate for male students in Credit ESL was 69% (fall 2015 and spring 2016). This will be used as the baseline data. Fall 2015 success rate: 63% Spring 2016 success rate: 79% Goal C.4: Increase the number of ESL students who attend the Off-Site Orientation. The Spring 2016 ESL Off-Site Orientation took place on the Visalia campus on May 10, 2016, and 250 people attended. The Spring 2017 orientation is scheduled for May 16, Goal D.1: Increase the number of certificates earned by female, Asian, African American, and American Indian students by 2% in the next 3 years. The COS Data Warehouse was sourced to gather the number of certificates earned by these student groups in : Female students: 17 certificates Asian students: 32 certificates African American students: 11 certificates American Indian/Alaskan Native students: 0 certificates Group Total: 60 certificates The Chancellor s Office Scorecard data was used to review these student groups equity performances in the Certificate metric. Only African American and American Indian/Alaskan Native students remained as DIGs in the 2009/2010 cohort. 6

10 Table 2 Students Equity Performances by Certificates Metric Certificates Equity Performance Student Population 2008/2009 Cohort 2009/2010 Cohort Female Below Equity Almost at Equity Asian Far Below Equity At or Above Equity African American Far Below Equity Far Below Equity American Indian/Alaskan Native Far Below Equity *Far Below Equity *Cohort count is less than 20 Goal D.2: Increase the number of degrees earned by Asian students by 2% in the next 3 years. In 2016, Asian students earned 45 degrees (COS Data Warehouse). The Chancellor s Office Scorecard data was used to review Asian students equity performances in the Degrees metric. Although Asian students were a DIG in the 2008/2009 cohort, they were no longer a DIG in the 2009/2010 cohort and performed At or Above Equity (Table 3). Table 3 Student Equity Performance by Degrees Metric Degrees Equity Performance Student Population 2008/2009 Cohort 2009/2010 Cohort Asian Below Equity At or Above Equity Goal D.3: Increase the transfer preparedness of African American students by 2% in the next 3 years. The Chancellor s Office Scorecard data was used to review African American students equity performance in the Transfer Preparedness metric. African American students were categorized as a DIG in both cohorts (Table 4). Of the 2008/2009 cohort, 19% of African American students met the transfer prepared criteria compared to five percent of African American students of the 2009/2010 cohort. Table 4 Student Equity Performance by Transfer Prepared Metric SPAR Transfer Prepared Equity Performance Student Population 2008/2009 Cohort 2009/2010 Cohort African American Below Equity Far Below Equity 7

11 Goal D.4: Provide more equitable access to Student Success Program services by increasing evening hours for disproportionately impacted students. Data collection is in-progress. Goal E: Increase the transfer rates of Hispanic, students with disabilities, African American, American Indian, and economically disadvantaged students by 2% in the next 3 years. Each of these student groups in the 2008/2009 cohort were categorized as DIGs in different Transfer metrics. Each of these student group s equity performance, within their respective metrics, was compared with the 2009/2010 cohort. African American and American Indian/Alaskan Native students were categorized as DIGs in both cohorts for the Transfer Prepared metric (Table 5). Of the 2008/2009 cohort, 19% of African American students met the transfer prepared criteria compared to five percent of African American students of the 2009/2010 cohort. Of the 2008/2009 cohort, 13% of American Indian/Alaskan Native students met the transfer prepared criteria compared to 16% of American Indian/Alaskan Native students of the 2009/2010 cohort. Hispanic, students with disabilities, and economically disadvantaged students were categorized as DIGs in both cohorts in the Transferred to 4-Year metric (Table 6). Of the 2008/2009 cohort, 24% of Hispanic students met the transferred to 4-year criteria compared to 22% of Hispanic students of the 2009/2010 cohort. Of the 2008/2009 cohort, 14% of students with disabilities met transferred to 4-year criteria compared to 17% of students with disabilities of the 2009/2010 cohort. Twenty-four percent of economically disadvantaged students in both cohorts met transferred to 4-year criteria. Table 5 Students Equity Performances by SPAR Transfer Prepared Metric SPAR Transfer Prepared Equity Performance Student Population 2008/2009 Cohort 2009/2010 Cohort African American Below Equity Far Below Equity American Indian/Alaskan Native Far Below Equity *Below Equity *Cohort count is less than 20 Table 6 Students Equity Performances by SPAR Transferred to 4-Year Metric SPAR Transferred to 4-Year Equity Performance Student Population 2008/2009 Cohort 2009/2010 Cohort Hispanic Below Equity Below Equity Students with Disabilities Far Below Equity Far Below Equity Economically Disadvantaged Below Equity Below Equity 8

12 Transfer Velocity data from the Chancellor s Office Data Mart data was used to review the transfer rates for these student groups in both cohorts. The overall transfer rate for the 2008/2009 cohort is 33% and 34% for 2009/2010 cohort, a slight increase of 1% (Table 7). All student populations in the 2008/2009 cohort, except for Students with Disabilities, had higher transfer rates than their counterparts in the 2009/2010 cohort. All of these student groups in the 2009/2010 cohort were categorized as DIGs. Table 7 Students Equity Performances and Transfer Rates by Transfer Velocity Transfer Velocity 2008/2009 Cohort 2009/2010 Cohort Student Group Transfer Rate Cohort Count Equity Performance Transfer Rate Cohort Count Equity Performance District Total 33% 1,577 34% 1,465 African American 43% 49 American Indian/Alaskan Native 36% 11 Hispanic 29% 702 Students with Disabilities 19% 67 Economically Disadvantaged 21% 68 At or Above Equity At or Above Equity Almost at Equity Far Below Equity Far Below Equity 28% 25 25% 4 28% % 75 15% 67 Below Equity Below Equity Below Equity Below Equity Far Below Equity Goal F.1: Prevent student dismissals from the institution by decreasing the number of students on probation (progress and academic). In general, the percentage of COS students on probation is similar across semesters (Fall 2015 to Fall 2016). Although the percentage of dismissals is low, the Spring 2016 semester had the largest percentage (3%) (Table 8). Table 8 COS Student Probation and Dismissal Count COS Student Probation and Dismissals Students on Probation Student Dismissals Percent Count Percent Count Fall % 2,245 <1% 6 Spring % 1,893 3% 274 Fall % 2212 <1% 15 Source: COS Data Warehouse 9

13 Goal F.2: Provide our disproportionately impacted students with workshops about the Financial Aid process and all facets of funding their college education. During the year, 13 financial aid workshops were offered and 130 students attended. During Fall 2016, two scholarship workshops were offered with 43 student attendees and three Financial Aid workshops were offered with 65 student attendees. Goal F.3: Based on funding, provide direct student support to disproportionately impacted students. The grand total amount of aid for the year was $203, The majority of the aid was given in the form of vouchers for books and gas ($191,000). The amount of aid given in the Fall 2016 semester was $216,000, with the majority of aid money dispersed for book vouchers. Goal F.4: Provide faculty and staff professional development opportunities to gain in-depth knowledge on our District s disproportionately impacted student groups. During the year, 14 professional development opportunities were offered to staff, faculty, and students. At least 67 staff, faculty, and students attended conferences and trainings. The opportunities included Strengthening Student Success Conference, On Course, and the A2MEND Conference. During the Fall 2016 semester, six professional development opportunities were offered to staff, faculty, and students, and 24 people attended. The opportunities included the Disney Institute, Equity/SSSP Training, and CA Community College Counselor Conference. 10

14 Equity Plan Activity Assessment Update The following data collected are for the Equity Plan, which contains an evaluation plan of 15 goals and an assessment plan of 27 activities. The data collected are to be used as baseline data. Data collection remains an ongoing process. Activity A.1 Collaborate with Outreach staff to focus on enrolling disproportionately impacted students. Data collected for first-time freshman enrollment from feeder high schools indicate that between fall 2014 and fall 2015: o The percentage of African American (+0.03%), Alaskan Native/American Indian (+0.03%), and Pacific Islander (-0.13%) students remained about the same. o The percentage of Asian students decreased (-1.36%). The Chancellor s Office Scorecard data was used to review these student groups equity performances. All student groups were designated as DIGs in both cohorts. Table 1 Students Equity Performance by Access Metric Access Metric Equity Performance Student Population 2008/2009 Cohort 2009/2010 Cohort African American Far Below Equity Below Equity American Indian/Alaskan Native Far Below Equity Far Below Equity Asian Below Equity Far Below Equity Pacific Islander Far Below Equity Far Below Equity Activity A.2 Conduct research to determine whether our foster youth student population has equitable access to our District. A new data source on K-12 foster youth was located: California Department of Education's Data Quest. The foster youth data may be disaggregated by county, district, school, gender, and race/ethnicity. Gender disaggregation is available at most levels (e.g., county, district, school) whereas race/ethnicity is available at the county level. The most current available data is for the academic year. In , the number of foster youth students, in grades 10-12, was 92 in Kings County and 378 in Tulare County, for a combined total of 470. In , the number of foster youth students, in grades 10-12, that were enrolled in the District s feeder high schools was 192. The majority of these students were female (65%). Activity C.1.1 Assign Student Success Coordinators and counselors from the Student Success Program to provide a comprehensive range of support for students in these disproportionately impacted groups. The total number of appointments and hours served during the academic year were 11

15 9,187 appointments and 11,859 hours. In Fall 2016, the number of appointments was 6,907 and the number of hours served was 5,036. The number of appointments has been increasing each semester since Fall Activity C.1.2 Provide supplemental instruction in Math for students identified within these disproportionately impacted groups. The District s Successful Course Completion Rate Report was used to gather success rates for math courses that offered Supplemental Instruction (SI) and Augmented Instruction (AI) for the Fall 2015, Spring 2016, and Fall 2016 semesters. Math courses include: MATH 021, 065, 066, 70, 154, and 200. In general, the math courses with SI or AI had lower success rates than math courses without SI or AI. However, it is important to note that all of the courses that offered SI or AI only included one to two CRNs whereas the comparison math courses contained many more CRNS. Activity C.1.3 Implement Jam Sessions for Math courses. Jam Sessions did not take place in Fall 2016 but will be offered in Summer 2017 through Basic Skills. Activity C.1.4 Conduct a study to better understand where inequalities emerge in the basic skills pathway for COS students. The Chancellor s Office Basic Skills Tracker was used to examine the Basic Skills sequence for three-year cohorts beginning in the Fall 2011, Fall 2012, and Fall 2013 semesters. In general, the data indicate that the proportion of students completing transfer English and math decrease with each starting level below transfer. Students in these cohorts completed transfer English and math at greater rates if they began in one level below transfer than students that began in two or three levels below transfer. For example, slightly more than a third of students beginning in math 230 completed transfer math, which is a rate of four to five times higher than students beginning in math 360 (Tables 1 and 3). Table 1 Basic Skills Sequence for Cohorts Beginning in Math 230 Starting Level: Math 230 (1-Level Below Transfer) Successfully Passed 1- Level Below Math Successfully Passed Transfer Math Cohort Term Students in Cohort Fall % 36% Fall % 34% Fall % 34% 12

16 Table 2 Basic Skills Sequence for Cohorts Beginning in Math 200 Starting Level: Math 200 (2-Levels Below Transfer) Cohort Term Students in Cohort Successfully Passed 2-Levels Below Math Successfully Passed 1-Level Below Math Successfully Passed Transfer Math Fall % 39% 18% Fall % 40% 21% Fall % 41% 20% Table 3 Basic Skills Sequence for Cohorts Beginning in Math 360 Starting Level: Math 360 (3-Levels Below Transfer) Cohort Term Students in Cohort Successfully Passed 3- Levels Below Math Successfully Passed 2- Levels Below Math Successfully Passed 1-Level Below Math Successfully Passed Transfer Math Fall % 34% 21% 9% Fall % 30% 17% 7% Fall % 27% 18% 7% Table 4 Basic Skills Sequence for Cohorts Beginning in English 251 Starting Level: English 251 (1-Level Below Transfer) Cohort Term Students in Cohort Successfully Passed 1- Level Below English Successfully Passed Transfer English Fall % 43% Fall % 38% Fall % 41% Table 5 Basic Skills Sequence for Cohorts Beginning in English 360 Starting Level: English 360 (2-Levels Below Level) Cohort Term Students in Cohort Successfully Passed 2-Leves Below English Successfully Passed 1-Level Below English Successfully Passed Transfer English Fall % 40% 23% Fall % 43% 26% Fall % 45% 24% 13

17 Activity C.2.1 Assign Student Success Coordinators and counselors from the Student Success Program to provide a comprehensive range of support for students in these disproportionately impacted groups. Same activity as C.1.1 Activity C.2.2 Provide supplemental instruction in English for students identified within these disproportionately impacted groups. The District s Successful Course Completion Rate Report was used to gather success rates for the English courses that offered Augmented Instruction (AI) for the Fall 2015, Spring 2016, and Fall 2016 semesters. English courses include: ENGL 001, 251, and 261. In general, half of the English courses with AI had higher success rates than courses without AI. However, it is important to note that all of the English courses that offered AI only included one to three CRNs whereas the comparison English courses contained many more CRNS. Activity C.2.3 Implement Jam Sessions for English courses. Jam Sessions did not take place in Fall 2016 but will be offered in Summer 2017 through Basic Skills. Activity C.2.4 Conduct a study to better understand where inequalities emerge in the basic skills pathway for COS students. Same activity as C.1.4 Activity C.3.1 Assign Student Success Coordinators and counselors from the Student Success Program to provide a comprehensive range of support for students in these disproportionately impacted groups. Same activity as C.1.1 Activity C.3.2 Implement Jam Sessions for ESL courses. Jam Sessions did not take place in Fall 2016 but will be offered in Summer 2017 through Basic Skills. Activity C.3.3 Conduct a study to better understand where inequalities emerge in the basic skills pathway for COS students. Same activity as C.1.4 Activity C.4 Provide transportation for students attending the ESL Off-Site Orientation. The spring 2016 ESL Off-Site Orientation took place on the Visalia campus on May 10, 2016, and 250 people attended. The Spring 2017 orientation is scheduled for May 16,

18 Activity D.1.1 Assign Student Success Coordinators and Counselors from the Student Success Program to provide a comprehensive range of support for students in these disproportionately impacted groups. Same activity as C.1.1 Activity D.1.2 Hire a new Career Technical Education Student Success Coordinator to provide a comprehensive range of support for students in these disproportionately impacted groups. Loren Kelly was hired as the CTE Success Coordinator. Activity D.2.1 Assign Student Success Coordinators and Counselors from the Student Success Program to provide a comprehensive range of support for students in this disproportionately impacted group. Same activity as C.1.1 Activity D.2.2 Hire a new Career Technical Education Student Success Coordinator to provide a comprehensive range of support for students in this disproportionately impacted group. Same activity as D.1.2 Activity D.3.1 Assign Student Success Coordinators and Counselors from the Student Success Program to provide a comprehensive range of support for students in this disproportionately impacted group. Same activity as C.1.1 Activity D.3.2 Take African American male students to the A2MEND conference. Faculty and staff will also be invited to attend the conference. Students, faculty, and staff attended the African American Male Education Network and Development (A2MEND) conference in March 2016 and The purpose of the conference is to explore opportunities to address the administrative and instructional strategies that have an impact on the success of African American male students. Overall, students reported positive experiences at the conference. The students enjoyed the workshop sessions and presenters, networked with professionals and students, and appreciated the opportunity to hear about topics on race and African American college students. Activity D.4 Provide evening hours for the Student Success Program students to have increased access to Student Success Coordinators, computer labs, workshops, etc. Data collection is in-progress. 15

19 Activity E.1.1 Assign Student Success Coordinators and counselors from the Student Success Program to provide a comprehensive range of support for students in these disproportionately impacted groups. Same activity as C.1.1 Activity E.1.2 Develop and implement a program for students in disproportionately impacted groups to go on 4-year college and university campus field trips. The following trips were funded in : o 31 students and two staff toured Sacramento State. o 2 trips were funded for MESA. o 36 students attended the UC Davis Annual Pre-Health Conference (October 2015). o 7 students attended the MESA Leadership Retreat (April 2016). Activity F.1 Provide Academic and Progress probation workshops to those who are on continued probation. A total of 13 probation workshops were held during the academic year and 472 students attended. Six probation workshops were held during summer 2016 and 216 students attended. The COS Data Warehouse was sourced to gather data on the number of students on probation and student dismissals. In general, the percentage of COS students on probation is similar across semesters (Fall 2015 to Fall 2016). Although the percentage of dismissals is low, the Spring 2016 semester had the largest percentage (3%). Table 8 COS Student Probation and Dismissal Count COS Student Probation and Dismissals Students on Probation Student Dismissals Percent Count Percent Count Fall % 2,245 <1% 6 Spring % 1,893 3% 274 Fall % 2212 <1% 15 Source: COS Data Warehouse Activity F.2 Provide workshops that include information on FAFSA, scholarships, loans, and financial literacy. During the year, 13 workshops were offered and 130 students attended. During Fall 2016, two scholarship workshops were offered with 43 student attendees and three Financial Aid workshops were offered with 65 student attendees. 16

20 Activity F.3 Provide student vouchers, gas vouchers, and/or required course material. The grand total amount of aid for the year was $203, The majority of the aid was given in the form of vouchers for books and gas ($191,000). The amount of aid given in the Fall 2016 semester was $216,000, with the majority of aid money dispersed for book vouchers. Activity F.4 Provide faculty and staff professional development opportunities to gain in-depth knowledge on our District s disproportionately impacted student groups. During the year, 14 professional development opportunities were offered to staff, faculty, and students during At least 67 staff, faculty, and students attended conferences and trainings. The opportunities included Strengthening Student Success Conference, On Course, and the A2MEND Conference. During the Fall 2016 semester, six professional development opportunities were offered to staff, faculty, and students, and 24 people attended. The opportunities included the Disney Institute, Equity/SSSP Training, and CA Community College Counselor Conference. 17

21 DIG Designation Matrix Summary Data from the Scorecard was used to assess the equity performance of student groups. The majority of the student groups in the 2015 and 2016 datasets performed Almost at Equity or At or Above Equity; however, 27 student groups from each dataset were designated as disproportionately impacted groups (DIGs). Student groups with less than 20 students were not assessed for DIG status. Of the 27 DIGs in the 2015 dataset, 12 students groups performed Below Equity and 15 student groups performed Far Below Equity. Of the 27 DIGs in the 2016 dataset, 14 student groups performed Below Equity and 13 student groups performed Far Below Equity. In 2015, the metric Access, English, and SPAR Certificates had the most number of DIGs with four DIGs each. American Indian/Alaskan Native students had the greatest number of DIG designations with a total of six total, although the cohort sizes are small. Students with disabilities had five designations and African American students had four. In 2016, the metric Access had the most number of DIGs (n=5) followed by SPAR Certificates, SPAR Transferred to 4-Year, and Transfer Velocity with four DIGs each. The African American student group had nine DIG designations, a number greater than any other student group. 18

22 Demographics Access Course Completion ESL Math English 30-Unit Rate Persistence Completion SPAR SPAR Certificates SPAR Degrees SPAR Transferred Prepared SPAR Transferred to 4-YR Female Male Gender Unknown African-American American Indian/Alaskan Native Asian Hispanic Pacific Islander Two or More Races * White Non-Hispanic Unknown * Disability Status - No Disability Status - Yes Economically Disadvantaged - No Economically Disadvantaged - Yes Veterans Status - No Veterans Status - Yes DIG Designation Matrix (2008/2009 Cohort) Foster Youth - No Foster Youth - Yes Notes * = Two or More Races and Unknown are combined Cohorts with a student poulation less than 20 are not assessed for DIG designation and are highlighted in gray. Transfer Velocity (Source: Bensimon and Malcom-Piqueux, L., 2014; p.14.) References Bensimon, E. M. & Malcom-Piqueux, L. (2014). Assessing Hispanic Servingness at HSIs. The AAHHE Annual Conference Americas Prosperity: The Academic Success of Hispanics March 6-8; Costa Mesa, CA California Community Colleges Chancellor s Office (2013). Guidelines for Measuring Disproportionate Impact in Equity Plans. October 2013; Extracted from the CCCCO Website. 19

23 Demographics Access Course Completion ESL Math English 30-Unit Rate Persistence Completion SPAR SPAR Certificates SPAR Degrees SPAR Transferred Prepared SPAR Transferred to 4-YR Female Male Gender Unknown African American American Indian/Alaskan Native NA Asian Hispanic Pacific Islander NA Two or More Races * NA White Non-Hispanic Unknown Race * Disability Status - No Disability Status - Yes Economically Disadvantaged - No Economically Disadvantaged - Yes Veterans Status - No Veterans Status - Yes DIG Designation Matrix (2009/2010 Cohort) Foster Youth - No Foster Youth - Yes Notes * = Two or More Races and Unknown are combined Cohorts with a student poulation less than 20 are not assessed for DIG designation and are highlighted in gray. Transfer Velocity (Source: Bensimon and Malcom-Piqueux, L., 2014; p.14.) References Bensimon, E. M. & Malcom-Piqueux, L. (2014). Assessing Hispanic Servingness at HSIs. The AAHHE Annual Conference Americas Prosperity: The Academic Success of Hispanics March 6-8; Costa Mesa, CA California Community Colleges Chancellor s Office (2013). Guidelines for Measuring Disproportionate Impact in Equity Plans. October 2013; Extracted from the CCCCO Website. 20

24 Student Success Program Summary Fall 2016 Data In , between 670 and 740 students participated in the Student Success Program (SSP). The following tables include demographic and outcome data for students enrolled in the SSP during Fall The outcome data include summaries of the students Fall 2016 GPA, success rates by course (English, Math, and ESL) and overall success rates. General Data Observations: 57% of SSP students are female, which is similar to the District average. SSP students had a higher GPA average compared to all COS students. SSP students had noticeably higher success rates in English and Math compared to all COS students. SSP students had lower course withdrawal rates compared to all COS students. 21

25 Student Success Program Student Profile (Fall 2016) Ethnicity Distribution Total SSP Non-SSP Total 12, , % 100% 100% African-American % 12% 2% American Indian/Alaskan % 0.44% 0.53% Asian Filipino Hispanic Multi-Ethnicity Pacific Islander Unknown White % 2% 2% % 0.56% 1% 7, ,080 63% 65% 63% % 6% 5% % 0.11% 0.08% % 1% 1% 2, ,784 24% 13% 25% Note: All COS students enrolled in a credit course at census during the Fall 2016 term are included in this report. Gender Distribution Total Female Male Unknown Gender Total SSP Non-SSP 12, , % 100% 100% 6, ,299 56% 57% 56% 5, ,804 43% 43% 43% % 1% 1% Disability Distribution Total DRC Not DRC Total SSP Non-SSP 12, , % 100% 100% % 13% 7% 11, ,513 93% 87% 93% 22

26 Veteran Distribution Total Veteran Non-Veteran Total SSP Non-SSP 12, , % 100% 100% % 0.56% 1% 12, ,129 99% 99% 99% Foster Youth Distribution Total Foster Youth Not Foster Youth Total SSP Non-SSP 12, , % 100% 100% % 5% 2% 11, ,013 98% 95% 98% Academic Probation Total Academic Probation No Probation Total SSP Non-SSP 12, , % 100% 100% 2, ,067 18% 16% 18% 9, ,198 82% 84% 82% Financial Disqualification Distribution Total Disqualified from Financial Not Disqualified Total SSP Non-SSP 12, , % 100% 100% % 2% 3% 11, ,921 97% 98% 97% Total Needs Math Does Not Need Math Math Need Distribution Total SSP Non-SSP 12, , % 100% 100% 9, ,611 77% 83% 76% 2, ,654 23% 17% 24% Need is defined as all students that are not eligible for transfer-level math. Specifically, those who did not place into transfer-level math OR have not sequenced into transfer-level math. Total Needs English Does Not Need English English Need Distribution Total SSP Non-SSP 12, , % 100% 100% 7, ,048 63% 69% 63% 4, ,217 37% 31% 37% Need is defined as all students that are not eligible for transfer-level English. Specifically, those who did not place into transfer-level English OR have not sequenced into transferlevel English. 23

27 Fall 2016 Term GPA Summary Overall Full-Time Part-Time Group Avg Term GPA Student Count Avg Term GPA Student Count Avg Term GPA Student Count All COS Students , , ,051 All SSP Students SSP Completers SSP Non-Completers Observation: - Students completing the SSP activity earned a higher average GPA during the Fall 2016 term than all COS students. - Students completing the SSP activity earned a higher average GPA during the Fall 2016 term than SSP non-completers. - Part-time students completing the SSP activity earned a higher average GPA during the Fall 2016 term than any other group. 24

28 Fall 2016 MATH, ENGL, ESL Success Summary Grade Counts Rates Subject Group Success Grades All Grades Success Rate SSP Completers % SSP Non-Completers % MATH* ENGL** ESL*** Rest of District % SSP Completers % SSP Non-Completers % Rest of District % SSP Completers % SSP Non-Completers % Rest of District % * MATH courses included in this analysis are MATH 360, MATH 200, MATH 230, MATH 010, MATH 021, MATH 154 ** English courses included in this analysis are ENGL 360, ENGL 261, ENGL 251, ENGL 001 ***ESL courses included in this analysis are all credit ESL courses All students that receive a grade in any of the above courses are included in this analysis. 25

29 Group Success Grades W-Grades All Grades Success Rate Withdrawal Rate All Non-SSP Students 24,467 3,890 34,506 71% 11% All SSP Students 3, ,967 79% 7% SSP Completers 2, ,182 84% 5% SSP Non-Completers % 16% Observation: - Students completing the SSP activity achieved the highest success rates and lowest withdrawal rates of all the groups identified in the above table. - SSP Students not completing the SSP activity achieved higher success rates and lower withdrawal rates during the Fall 2016 term than students not participating in SSP. Methodology: Fall 2016 Course Success and Withdrawal Summary Grade Counts Rates - SSP provided a list of 940 students, of which 900 were found to be a credit-enrolled student at census during the Fall 2016 term. These were broken into two groups, completers and non-completers. Those students were identified among all students enrolled at census. The course success and withdrawal rates were computed for all grades issued. Non-credit enrollments were omitted. 26

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