Redwoods Community College District Student Equity Plan

Transcription

1 Redwoods Community College District Student Equity Plan

2 STUDENT EQUITY PLAN Table of Contents Executive Summary... 4 Equity Groups and Indicators... 5 Goals and Activities... 6 Campus-Based Research... 8 Overview & Indicator Definitions and Data... 9 Disproportionate Impact A. Access/Financial Need B. Course Success and Completion (Retention) C. ESL/Basic Skills Completion and Progression D. Degree and Certificate Completion E. Transfer F. Persistence Goals and Activities A. Student Success Indicator for Access/Financial Need B. Student Success Indicator for Course Success and Completion C. Student Success Indicator for ESL and Basic Skills Completion and Progression D. Student Success Indicator for Degree and Certificate Completion E. Student Success Indicator for Transfer Source of Funding Overview Evaluation Schedule and Process Overview Attachments Attachment A. BP/AP 5300 Student Equity Attachment B. Integrated Planning Model Attachment C. Student Equity Annual Plan Progress Report Attachment D. Summary of Student Equity Plan Goals/Outcomes Attachment E. Program Review Data template

3 Student Equity Plan Signature Page District Name: Redwoods Community College District Date of Board of Trustees Approval: Signature of College President: Kathryn G. Smith Date: Signature of the Vice President, Instruction and Student Development: Keith Snow-Flamer, Ph.D. Date: Signature of Academic Senate President: Date: Dan Calderwood Signature of Student Equity Coordinator/Contact Person: Date: Tracey Thomas 3

4 Executive Summary 4

5 EXECUTIVE SUMMARY The College of the Redwoods Student Equity Plan for identifies actions to improve district success outcomes, particularly for students who have been historically underrepresented and underserved. The Student Equity Plan has been created based on the planning actions in the Strategic and Education Master Plans and the Student Equity Plan. Equity planning at College of the Redwoods reflects the College s mission of putting student success first and its core values, which include a diverse, nurturing, honest, and open environment as well as the economic and intellectual development of the various communities we serve. Board Policy and Administrative Procedure 5300 underscore the College s commitment to diversity planning and student success. Attachment A. BP/AP 5300 Student Equity In response to the Student Success Act (SB 1456), this current Student Equity Plan has been coordinated to align student outcomes and actions in the district s Student Success and Support Program Plan (SSSP) as well as the Basic Skills Plan for This alignment of goals ensures that the district has identified strategies to monitor and address equity issues, makes efforts to mitigate any disproportionate impact on student access and achievement, and efficiently allocates college resources in budgeting and planning. The goals of the Student Equity Plan are derived from institutional data on student success and achievement indicators. The goals provide the vision and direction for specific planning actions. These actions are then integrated into the College s Annual Plan, which coordinates action planning and implementation for all programs under a common theme (currently persistence) in order to unite faculty and staff in working towards a common set of outcomes. Evidence of the Student Equity Plan s integration into the college planning processes is shown on the Integrated Planning Model Attachment B. Integrated Planning Model In addition to integrated planning, the Student Equity Plan Committee (SEPC) prepares an annual year-end status report on progress made in narrowing the achievement gap for historically underrepresented and underserved students. This Annual Plan Progress Report summarizes the outcome of the equity planning initiatives identified by the SEPC at the beginning of the academic year, drawn from the three-year plan. This report also includes related updates on equity actions that are part of Instructional, Student Development and Administrative Services Program Review, specifically program plans that demonstrate evidence of narrowing the achievement gap for historically underrepresented student populations. Attachment C. Student Equity Annual Plan Progress Report Equity Groups and Indicators The goals/outcomes and actions/activities in this Student Equity Plan address disparities and/or disproportionate impact in student success across disaggregated student equity groups including gender, age, ethnicity, disability status, financial need, and foster youth status with specific actions to address disproportionate impact whenever observed in the data. Student success is defined using the Board of Governors success indicators that capture rates of access, course completion, English as a Second Language (ESL) and Basic Skills completion, Degree and Certificate completion, and transfers. Attachment D. Summary of Student Equity Plan Goals/Outcomes

6 Goals and Activities Access. To ensure that the distribution of students by equity subgroups enrolled in the College reflects the percentage distribution of those groups in Redwoods Community College District, the access goal for the Student Equity Plan is to increase enrollment of underrepresented students, specifically Hispanic students throughout the District, but especially in the District s education centers and instructional sites, by creating welcoming campus atmospheres where all students in the community feel supported, included, and valued by the College and each other. The access goal was motivated by the finding that a smaller proportion of Hispanic students are served at the Mendocino and Del Norte Campuses than live in those counties. Specific activities to meet this goal include promoting and supporting the Student Multicultural Center at the Eureka campus, the Innovation Training Center where staff and faculty can obtain and share up-to date information regarding effective best-practices for serving underrepresented students, creating multicultural centers at other district sites, offering course sections district wide that attract a diverse student population, continuing the ongoing effort of college administrators to integrate the equity initiatives with integrated and annual planning, developing a college website in Spanish, and implementing a non-credit pathway at College of the Redwoods Del Norte including support for ESL placement and articulation for ESL credit courses. Course Completion. The goals for course completion are a) to increase the rate of successful course completion (finishing the course with a grade of C or higher) for African American students, b) increase the percentage of first-time, full-time students who successfully complete a course to return one semester later and take at least one more class, and c) increase the percentage of degree seeking students who attend for three consecutive semesters. The course completion goal was motivated by the finding that over the past three years, the rate of persistence of African Americans has been disproportionately low compared to other groups. Specific actions include providing diversity awareness in-service training on classroom dynamics, building a multicultural curriculum to increase the retention and persistence of underrepresented students and developing an Innovation Training Center that provides appropriate support for all employees, including making available multicultural and diversity resources for faculty and staff. ESL and Basic Skills Completion. The College s goal is to increase the number of students who complete a college level course after finishing the ESL or Basic Skills sequence, particularly students of African American, Native American, and Hispanic ethnicity, students over 50 years of age, and Foster Youth status students as the rates of ESL/BSI persistence for these equity subgroups were lower compared over the last three years with reference groups. Actions planned to meet these goals include implementing Early Alert intervention with at-risk and probationary students, continued implementation of non-credit ESL and Basic Skills course pathways, ensuring accurate and current Math, English and ESL placement, assessment, and service referral information integrated with Student Success and Support Program Plan (SSSP), promoting outreach to ESL students in all classes, and implementing strategies to improve Basic Skills progression for the specific subgroups as indicated above. Degree and Certificate Completion. The goal for degree and certificate completion is to increase the percentage of students with declared education goals to complete their attempted degree or certificate programs and/or transfer to a four-year institution, specifically for students of African American and for students having a multi-ethnic identity. The degree and certificate completion goal was motivated by the finding that over the past three years, the rates of certificate and degree completion are relatively low for all groups (18% to 43%), with rates for the above mentioned equity subgroups just above or below the 80% threshold for disproportionate impact. To meet this goal, the 6

7 College will develop a communications management system to notify students of educational planning services, implement student education planning modules, and provide outreach and intervention strategies for students at risk for academic probation and dismissal as required in the SSSP. Transfers. Finally, College of the Redwoods will implement initiatives that continue to address the disparity in rates of college transfer. The transfer goal was motivated by the finding that rates of transfer of female students and students with disabilities have been disproportionally low compared to reference groups. Action toward this end will be the implementation of a student education planning module for students and creating clearer transfer degree pathways. 7

8 Campus-Based Research 8

9 Overview & Indicator Definitions and Data: Analysis of indicators required by Title 5, Section was performed to determine disproportionate impacts. This is where specific groups are not achieving at a proportional rate in certain areas. The presence of a disproportionate impact indicates the need for intervention strategies and additional support to achieve equitable outcomes. Definitions for each indicator are as follows: Access Population indicator: the percentage of each group enrolled at College of the Redwoods (CR) to the percentage of each group in the population of service area counties: Del Norte, Humboldt and Mendocino. Financial need indicator: the percentage of each group eligible to receive a Pell Grant. Course Success and Completion (Retention) Success indicator: the rate of successfully completing a course with a passing grade. Retention indicator: the rate of completing a course without withdrawing. ESL and Basic Skills Completion & Progression Completion indicator: the rate of successfully completing a basic skills course with a passing grade. Progression indicator: the completion rate for students who started in basic skills and completed a college-level course in the same discipline. Degree and Certificate Completion Degree and Certificate indicator: the percentage of new degree/certificate seeking students who completed a degree or certificate within three years. Transfer Transfer indicator: the percentage of new students who demonstrate intent to transfer who actually do transfer. Students are tracked over six years to determine if they fit into the cohort. Persistence Consecutive enrollment indicator: the percentage of degree, certificate and/or transfer-seeking students tracked for six years who enrolled in the first three consecutive terms. Good Standing indicator: the percentage of students who were not placed on probation during their first year of enrollment. 9

10 Disproportionate Impact In the following tables, disproportionate impact is determined by dividing the rate of interest for a given equity group by the rate of the reference group. For example, if the majority ethnic group is Caucasian, and the rate of success for Caucasian students is 72 percent, 72 percent serves as the reference rate. Dividing the success rate for Caucasians (72%) by the reference rate (72%) gives an impact ratio of 1.0. The success rate of each equity group is divided by 72 percent. Success rates of groups which are lower than 72 percent will result in a ratio less than one. Hispanic students, for example, have a success rate of 67 percent. Sixty-seven percent divided by 72 percent results in a disproportionate impact ratio of.93. The presence of a disproportionate impact is evidenced by a ratio less than.8 or 80 percent. Ratios for groups with cell sizes fewer than 50 were not examined because the ratio may be misleading as it is not necessarily reflective of the larger group. The California Community College Chancellor s Office standard for reference groups in disproportionate impact studies is largely based on traditional or historical majority groups (California Community College Chancellor s Office, 2012c): males (when data are disaggregated by gender), white students (when data are disaggregated by ethnicity) and students 18 to 24 years of age (when data are disaggregated by age). This method is taken from the California Community Colleges Chancellor s Office (2013). Ensuring Equitable Access and Success: A Guide to Assessing and Mitigating Disproportionate Impact in Student Success and Support Programs. Retrieved from: 10

11 A. Access/Financial Need Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served. This percentage is frequently calculated as a participation rate. The Chancellor s Office Research Unit is attempting to develop a standardized, statewide methodology to define each district s service area and its corresponding demographic makeup in order to calculate a district level participation rate. At this time, each college has flexibility to define and interpret access based on individual characteristics including but not limited to service area, district boundaries, zip codes, US Census, and high school data. While there is no data which identifies disproportionate impact in access, College of the Redwoods has prioritized initiatives that produce outcomes to enhance student access. The Eureka and Del Norte campuses both serve a larger proportion of Native American and Asian students than live in Humboldt and Del Norte Counties, respectively. A smaller proportion of Hispanic students are served at the Mendocino and Del Norte Campuses than live in those counties, but a larger proportion of Hispanic students attend the Eureka campus than live in Humboldt County. Ethnicity of CR students compared to geographical service region Humboldt County Eureka Campus Mendocino Region Served Mendocino Campus Del Norte County Del Norte Campus Population 134,493 5,454 12, ,234 1,025 Caucasian 77% 69% 74% 79% 68% 53% African America 1% 4% 1% 1% 1% 1% American Indian & Alaska 6% 8% 2% 3% 10% 31% Native Asian/Pacific Islander <1% 5% 1% 3% 4% 5% Hispanic or Latino 10% 13% 21% 14% 16% 10% Female 50% 51% 51% 66% 50% 65% Source: County statistics - US Census Population 2013 estimate Campus statistics Student demographics in Notes: Mendocino region served only includes zip codes: 95437, 95410, 95420, 95427, 95432, 95456, 95460, 95488, Del Norte Campus includes the Klamath-Trinity Site resulting in a higher percentage of American Indian students at Del Norte. Del Norte County excludes Pelican Bay inmates by subtracting the number of inmates at Pelican Bay. The ethnicity of the inmates was estimated using data reported from the California Department of Corrections and Rehabilitation for all of California: CALPRISd2010.pdf 11

12 A large percentage of Foster Youth in the service area are Native American compared to Humboldt county and the students at the Eureka campus. Index of Access by Foster Youth ( ) Humboldt County Foster Youth # Foster Youth% by ethnicity Humboldt % by ethnicity Eureka Campus % by ethnicity African American/Black % 1% 4% American Indian/Alaska Native % 6% 8% Asian/Pacific Islander 0 0.0% <1% 5% Latino % 10% 13% White % 77% 69% Total Children in Foster Care 299 Needell, B., et al. (May 2014). Child Welfare Services Reports for California, U.C. Berkeley Center for Social Services Research; U.S. data come from Child Trends analysis of Adoption and Foster Care Analysis and Reporting System data available through the National Data Archive on Child Abuse & Neglect, as cited on KIDS COUNT (May 2014). Foster Youth were not examined using the disproportionate impact method; however, there is a smaller proportion of Foster Youth enrolling at community college within 12 months of high school graduation compared to non-foster Youth. Foster Youth enrolled at a Community College Non- Foster Youth # Foster Youth # Non- Foster Youth % Foster Youth % Difference (Non-F.Y. F.Y.) Percent and number of students enrolled at one or more community colleges within 12 months of high school graduation % 28.9% -22.4% 12

13 Financial Need (Pell Eligible) Disproportionate financial need was found with Native American, Asian, and African American students. No disproportionate financial impact was found across gender and age groups. 80 Percent Index of Pell Eligible Students by Gender Year Gender Total Pell Pell Ratio* Eligible Eligible Rate Female 5,225 2, Male 4,371 1, Female 4,772 2, Male 3,783 1, Female 4,284 1, Male 3,368 1, Percent Index of Pell Eligible Students by Age Year Age Total Pell Pell Ratio* Eligible Eligible Rate <25 5,067 2, ,387 1, , > <25 4,488 1, ,225 1, , > <25 4,172 1, , > Percent Index of Pell Eligible Students by Ethnicity Year Age Total Pell Pell Ratio* Eligible Eligible Rate American Indian Asian Black/AA Hawaiian/PI Hispanic Races Unknown White 6,218 2, American

14 Indian Asian Black/AA Hawaiian/PI Hispanic Races Unknown White 5,432 2, American Indian Asian Black/AA Hawaiian/PI Hispanic Races Unknown White 4,727 1, *Ratios were obtained by (1 Pell Eligible Rate) given that a higher Pell Eligible Rate indicates greater financial need. A larger percentage of Foster Youth received some sort of financial aid, and received aid for two or more consecutive years compared with non-foster Youth. Foster Youth Financial Aid Non- Foster Youth # Foster Youth # Non- Foster Youth % Foster Youth % Difference (Non-F.Y. F.Y.) Percent and number of nonduplicated students receiving: Chafee, Pell, Cal Grant, BOG Waiver, or other financial aid 3, % 94.4% 20.8% Percent and number of nonduplicated students receiving: Chafee, Pell, Cal Grant, BOG Waiver, or other financial aid for two or more consecutive years 1, % 46.7% 12.2% Percent and number of students enrolled at one or more community colleges within 12 months of high school graduation 2, % 28.9% -22.4% 14

15 B. Course Success and Completion (Retention) Course success and completion is determined by the ra tio of the number of credit courses which students by population group actually com plete by the e nd of the term com pared to the num ber of courses in which students in that group are enrolled on the census day of the term. In the tables below, gender, age, and disability equity subgroups show remarkable parity for both rates and ratios of success and retention. For ethnicity, African Americans are clearly disproportionately impacted with a success ratio of 0.74, in spite of a high retention ratio. 80 Percent Index of Course Completion by Gender ( ) Gender Enrollment Count District Success District Retention Success Ratio* Retention Ratio* Female 16, Male 13, Percent Index of Course Completion by Age ( ) Age Enrollment Count District Success District Retention Success Ratio Retention Ratio <25 18, , , >50 1, Percent Index of Course Completion by Ethnicity ( ) Ethnicity Enrollment Count District Success District Retention Success Ratio Retention Ratio African American 1,116 American Indian/Alaskan Native 3,172 Asian/P.I. 1, Caucasian 19, Hispanic 3, Unknown 1, Percent Index of Course Completion by Disabled Student Programs and Services (DSPS) ( ) DSPS Enrollment Count District Success District Retention Success Ratio Retention Ratio In Program 4, Not in Program 25,

16 Foster Youth Course Completion & GPA Foster Youth had a noticeably lower rate of successful course completion. In addition, only 34.4% of a one year cohort of Foster Youth achieved satisfactory academic progress, and only 12.2% of the cohort achieved a GPA of 3.0 or higher. Successful course completion rate for Foster Youth for most recent academic year at a community college: A, B, C, pass, or credit Percent and number of students from one academic year cohort achieving Satisfactory Academic Progress (SAP), defined as not on academic or progress probation Percent and number of students achieving a 3.0 GPA or higher - current term and cumulative Non- Foster Youth # Foster Youth # Non- Foster Youth % Foster Youth % Difference (Non-F.Y. F.Y.) 3, % 50.7% -18.4% 3, % 34.4% -26.4% 1, % 12.2% -20.2% 16

17 C. ESL/Basic Skills Completion and Progression ESL/Basic Skills completion and progression is determined by the ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or Basic Skills course compared to the number of those students who complete such a final course. Basic Skills data are available for three equity groups: gender, age, and ethnicity. Interpretation of Basic Skills data should be done with caution because: a) many non-esl students can be included in a cohort since a number of native English speakers often enroll in ESL courses, b) ESL students do not necessarily intend to persist through ESL programs and may take college courses prior to completing the final ESL Basic Skills course, or may never complete the final ESL or Basic Skills course, and c) non-credit ESL courses are excluded from both the Scorecard and the Basic Skills Cohort Tracker Tool data (CCCCO Mar 14, 2014). CR s data reveal that Basic Skills completion is disproportionate for African Americans for three years running, with an average 80% index of Native American as a group show disproportionate impact for , but there is no evidence of a continuing trend. 80 Percent Index of Basic Skills (BS) Outcomes by Gender Year Gender BS Total BS Retained BS Success Retention Rate Success Rate Retention Ratio Success Ratio Female 1,232 1, Male Female 1,170 1, Male Female 1, Male Percent Index of Basic Skills (BS) Outcomes by Age Year Age BS Total BS Retained BS Success Retention Rate Success Rate Retention Ratio Success Ratio <25 1,316 1, > <25 1,211 1, >

18 < > Percent Index of Basic Skills (BS) Outcomes by Ethnicity Year Age BS BS BS Retention Success Retention Success Total Retained Success Rate Rate Ratio Ratio American Indian Asian Black/AA Hawaiian/PI <50 Hispanic Races Unknown White , American Indian Asian Black/AA Hawaiian/PI <50 Hispanic Races Unknown White 1, American Indian Asian Black/AA Hawaiian/PI <50 Hispanic Races Unknown White

19 80 Percent Index of Basic Skills (BS) Outcomes by Ethnicity (Aggregated from 2010/ /13) Year Age BS BS BS Retention Success Retention Success Total Retained Success Rate Rate Ratio Ratio American Indian Asian Black/AA Hawaiian/PI <50 Hispanic Races Unknown White 3,362 2,886 1, Basic Skills Progression With regard to each respective reference group, disproportionate impact for English progression as measured by the 80% index is experienced by students older than 50 years of age, by African Americans, and by Native American. 80 Percent Index of English Progression Outcomes by Gender (2010/ /13) Gender Not Progressed Progressed Total Progression Rate Progression Ratio Female 1, , Male 1, , Percent Index of English Progression Outcomes by Age (2010/ /13) Age Not Progressed Progressed Total Progression Rate Progression Ratio <25 2,218 1,273 3, >

20 80 Percent Index of English Progression Outcomes by Ethnicity (2010/ /13) Ethnicity Not Progressed Progressed Total Progression Rate Progression Ratio Asian Black Filipino <50 Hispanic American Indian Native <50 Haw/PI White Unknown Math progression ratios are more evenly balanced than English ratios, with Hispanics scoring just below the 80% index (0.79) when compared to whites as a reference group. 80 Percent Index of Math Progression Outcomes by Gender (2010/ /13) Gender Not Progressed Progressed Total Progression Rate Progression Ratio Female Male Percent Index of Math Progression Outcomes by Age (2010/ /13) Age Not Progressed Progressed Total Progression Rate Progression Ratio < >

21 80 Percent Index of Math Progression Outcomes by Ethnicity (2010/ /13) Ethnicity Not Progressed Progressed Total Progression Rate Progression Ratio Asian <50 Black <50 Filipino <50 Hispanic American Indian Native <50 Haw/PI White Unknown A comparison of Foster Youth to non-foster Youth revealed the largest discrepancy for the percent of students whose first college course attempted in Math, English or ESL was below transfer level. Almost a quarter more Foster Youth required remedial education than non-foster Youth. Foster Youth ESL and Basic Skills Completion Non- Foster Youth # Percent and number of students in one academic year cohort who successfully complete a remedial math course Percent and number of students in one academic year cohort who successfully complete a remedial English course Number of Unduplicated Students that attempted a Math, English, or ESL course. Foster Youth # Non- Foster Youth % Foster Youth % % 14.4% -1.5% % 23.3% -7.0% 4, % 84.4% -2.2% Difference (Non-F.Y. F.Y.) Number of Unduplicated Students that attempted a Math course. Number of Unduplicated Students that attempted a English course. Percent and number of unduplicated students first college course attempted in Math, English or ESL was below transfer level/remedial level 3, % 58.9% 7.7% 3, % 77.8% -6.2% 1, % 59.2% -24.1% 21

22 D. Degree and Certificate Completion Degree and certificate completion is determined by the ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal. Degree and Certificate completion is relatively low for all College of the Redwoods students, with the highest rates recorded for students over 50 years of age and students who are Asian American. Disproportionate impact is shown using the 80% index for two ethnic subgroups, African American and students who identify as multiracial (two or more races). Degree/Certificate Completers by Gender (2010/ /13) Gender Degree/Cert Completers Completion rate Ratio Seeking Cohort* Female 3, Male 2, Degree/Certificate Completers by Age (2010/ /13) Age Degree/Cert Completers Completion rate Ratio Seeking Cohort 24 and 3, younger , and older Degree/Certificate Completers by Ethnicity (2010/ /13) Ethnicity Degree/Cert Completers Completion rate Ratio Seeking Cohort American Indian Asian Black or African American Hawaiian/Pacific <50 Islander Hispanic Two or More Races Unknown White 3,515 1, *Cohort consists of all students enrolled during this time-frame with an education goal to complete a degree, certificate, or to transfer. 22

23 E. Transfer Transfer is determined by the ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English to the number of students in that group who actually transfer after one or more (up to six) years. Transfer data show an unexpected result: females transfer to four-year institutions compared to males at a ratio of The other equity subgroup showing disproportionate transfer outcomes (for the equity subgroups in which data are of sufficient number to be credible) is DSPS students, with a ratio of Transfers by Gender (2007/08 to 2012/13) Gender Transfer Transferred Rate Ratio Cohort* Female Male Transfers by Age (2007/08 to 2012/13) Age Transfer Transferred Rate Ratio Cohort 24 or younger < <50 50 and older <50 Transfers by Ethnicity (2007/08 to 2012/13) Ethnicity Transfer Transferred Rate Ratio Cohort Asian <50 Black <50 Filipino <50 Hispanic <50 American <50 Indian Native Haw <50 P.I. White Unknown

24 Transfers by disability status (2007/08 to 2012/13) DSPS Transfer Transferred Rate Ratio Cohort Yes No *Transfer cohort uses the CCC s Data Mart Transfer Velocity Cohort definition. This method tracks cohorts of first-time college students for six years to determine if they show intent to transfer by completing 12 units and attempting transfer-level English or Mathematics. 24

25 F. Persistence Although persistence is not a Chancellor s Office required indicator, as part of the institution s integrated planning initiatives for , College of the Redwoods has prioritized student persistence. Persistence is defined as when a student continues to enroll from one term to the next term. While the overall persistence rate for CR students is low (less than 50% across the board), persistence ratios are commensurate for all equity groups, with the exception of the equity subgroup of African Americans, showing a 80% index of 0.74 when compared to the average ratio of 1.05 for the other ethnic subgroups. 80 Percent Index of Persistence Outcomes by Gender (2010/ /13) Gender Total Persisted Persistence Rate Persistence Ratio Female 10,396 4, Male 8,301 3, Percent Index of Persistence Outcomes by Age (2010/ /13) Age Total Persisted Persistence Rate Persistence Ratio <25 10,330 4, ,477 1, , >50 1, Percent Index of Persistence Outcomes by Ethnicity (2010/ /13) Ethnicity Total Persisted Persistence Rate Persistence Ratio American 1, Indian Asian Black/AA Hawaiian/PI Hispanic 2, Races Unknown 1, White 11,895 4, The College also tracked Good Standing early in a student s career to determine disproportionate impact in terms of ability to progress. Good Standing ratios are commensurate for all equity groups. 80 Percent Index of Good Standing Status Outcomes by Gender (2010/ /13) Gender Total Probationary Rate of Good Standing Good Standing Ratio Female 1, Male 2,

26 80 Percent Index of Good Standing Status Outcomes by Age (2010/ /13) Age Total Students Probationary Students Rate of Good Good Standing Ratio Standing <25 3, > Percent Index of Good Standing Status Outcomes by Age (2010/ /13) Ethnicity Total Students Probationary Students Rate of Good Standing Good Standing Ratio American Indian Asian Black/AA Hawaiian/PI <50 Hispanic Races Unknown White 2,

27 Goals and Activities 27

28 A. Student Success Indicator for Access/Financial Need Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served GOAL A. Increase enrollment of underrepresented students, specifically Hispanic students by creating a welcoming campus where all students in the community feel welcomed, supported, included and valued by the College and each other. This goal will be addressed through additional communication with, and offerings for disproportionately impacted student groups. The access goal was motivated by the finding that a smaller proportion of Hispanic students are served at the Mendocino and Del Norte Campuses than live in those Counties, indicating a need to serve additional Hispanic students. In addition, CR serves a substantially larger Native American population than is expected based on County statistics. ACTIVITIES Student Success Indicator Access Actions to be taken Promote and support a Student Multicultural Center. Responsible Persons Year Expected Outcome VP of By , students will be congregating and Instruction and holding activities in a clearly identifiable center. Student Development (VPISD) and Associated Student CR Access Offer sections of Native American Studies (NAS 1), Anthropology 3 Cultural Anthropology, Geography 2 Cultural Geography and Sociology 9 Introduction to Women s Studies. Dean Math, Science, Behavioral & Social Science (MSBSS), Scheduling Specialist By , courses will be in the schedule and offered district-wide. Access Identify Student Equity Plan in the Institutional By , the District s Integrated Planning 28

29 Access Integrated Planning Model to promote the institutional commitment in the mitigation of disproportional impact on student access and achievement. Develop website in Spanish with relevant college information. Effectiveness Committee, Student Equity Planning Committee Web Master, Dean Arts and Humanities Model will clearly identify the Student Equity Plan as aligning with the annual institutional planning By , a Spanish website will be available from the CR homepage. The traffic to the page will increase each semester. Baseline data will be collected. Access Implement a non-credit pathway at College of the Redwoods Del Norte including ESL placement, articulation for English for Speakers of Other Languages to for-credit courses or other identified goal. Basic Skills Committee, CR Del Norte Director, Business & Training Center By , Del Norte campus will schedule classes and increasingly enroll students in non-credit ESL courses. Access Offer trainings that support access for underrepresented students Deans, Academic Senate, Basic Skills Committee, CR Del Norte Director, Business & Training Center By campus sites will continue efforts to disseminate ESL related information for internal referral and placement and increasingly enroll students in for-credit ESL courses. Access Engage in community based outreach activities to increase underrepresented students VPISD, Academic Senate, Basic Skills Committee By the Academic Senate will consult with the BSI Committee and the VPISD on how to successfully conduct off-site community outreach to increase enrollment of underrepresented students. 29

30 Access Install Innovation Training Center that will include a Multicultural Center where staff and faculty obtain information and share best-practices for serving underrepresented students. VPISD, Academic Senate, Professional Development Committee By a center will be installed to provide opportunities for professional development that will include staff and faculty development materials and opportunities to increase effectiveness in creating access for diverse students. 30

31 B. Student Success Indicator for Course Success and Completion Ratio of the number of credit courses that students by population group actually complete by the end of the term compared to the number of courses in which students in that group are enrolled on the census day of the term GOAL B. Increase the percentage of first-time, full-time students who return one semester later to take at least one class and increase the percentage of degree seeking students who attend for three consecutive semesters, especially African Americans. The course success and completion goal was motivated by the finding that over the past three years, the rate of persistence of African Americans has been disproportionately low compared to other groups. ACTIVITIES: Student Success Indicator Course Success and Completion Actions to be taken Provide diversity awareness inservice training on classroom dynamics, and retention and persistence of underrepresented students. Responsible Persons Semester Expected Outcome VPISD, By , Student Success Summit focusing on Academic retention & persistence of underrepresented students Senate, will be provided. Professional By , a professional development activity of Development diversity awareness in multicultural curriculum Committee infusion will be offered. By , diversity education will be provided in the Innovation Training Center. Course Success and Completion Develop Institutional Professional Development Center that includes associate faculty support and a multicultural and diversity resource for faculty and staff. VPISD, Professional Development Committee By , ongoing faculty and staff support and a multicultural and diversity resource center will be available in a location identified and open to faculty and staff. 31

32 Course Success and Completion Develop Area E Requirement (Diversity and Common Ground Requirement) with courses that articulate to Humboldt State University. VPISD, Academic Senate By , Area E will be fully incorporated into General Education Requirements and course curricula will be developed to populate this category that meet articulation standards for transfer. 32

33 C. Student Success Indicator for ESL and Basic Skills Completion and Progression Ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or Basic Skills course to the number of those students who complete such a final course GOAL C. Increase the number of all students, especially African American, Native American, Hispanic, over 50 years old students, and Foster Youth who complete a college level course. The ESL and Basic Skills and Progression goal was motivated by the finding that over the past three years, the rate of persistence of African Americans has been disproportionately low compared to other groups. ACTIVITIES: Student Success Indicator Actions to be taken Responsible Persons Semester Expected Outcome Basic Skills Completion and Progression Basic Skills Completion and Progression Investigate and implement Early Alert Process to intervene with students who are at-risk. Identify intervention strategies for Basic Skills students on probation. SSSP By , identify Early Alert platforms for use by faculty and staff to establish an approach to improve student persistence and course progression. SSSP, Basic Skills Committee, Director of PE & Athletics By , intervention strategies will be identified and baseline data will be collected on the number of African American students in Basic Skills math. By , the percentage of African Americans who complete Basic Skills math sequence will increase. Basic Skills Completion and Progression Implement a noncredit pathway including ESL placement, articulation Deans, English and Languages Department Faculty, Director of By , ESL enrollments will increase. Students enrolled in noncredit ESL will be tracked. Baseline data will be collected and the number 33

34 for ESL to for-credit courses or other identified goal. Business & Training Center, Basic Skills Committee of students who enroll in ESL who begin in non-credit ESL and move to for-credit ESL courses will increase. Basic Skills Completion and Progression Provide accurate & current placement information to students regarding Math, English & ESL placement, assessment & service referral information. SSSP Director Special Programs, CR Del Norte By , the number of Hispanic students in Del Norte and Eureka who take ESL placement and register in a credit or non-credit courses will increase. Basic Skills Completion and Progression Implement assessment/placement process to meet requirements of SSSP. SSSP VPISD Deans, Director of Institutional Effectiveness By , identify multiple measures strategies that mitigate circumstances which impact underrepresented students during the placement process and increase assessment outcomes of SSSP. By , identify strategies with SSSP to augment the placement process and any disproportionate impact to ethic groups completing the placement process and develop any strategies which impact disparities amongst ethnic groups. By , provide faculty peer mentoring for strategies to increase outcomes in the progression of students in Basis Skills curriculum. Basic Skills Completion and Progression Develop strategies to promote outreach to ESL students in all classes. Basic Skills Committee By , identify approaches such as outreach across curriculum that establishes communities to support ESL students. 34

35 Basic Skills Completion and Progression Implement strategies that improve upon English progression of students over 50. SSSP, Basic Skills Committee, English faculty By , faculty will implement measures which promote ESL student support communities on campus By , increase the percentage of students over 50 who progress through Basic Skills English sequence. Basic Skills Completion and Progression Implement strategies that improve upon English progression of Native American students. SSSP, Basic Skills Committee, English faculty By , increase the percentage of students who are Native Americans who progress through Basic Skills English sequence. Basic Skills Completion and Progression Develop strategies to increase the number of Hispanic students who progress through Basic Skills courses. SSSP, Basic Skills Committee, EOPS By , implement strategies, such as ESL learning communities in First Year Experience, to increase outcomes in the progression of ESL and/or Hispanic students in Basic Skills courses. Basic Skills Completion and Progression Develop strategies to increase the number of Foster Youth students who progress through Basic Skills and/or ESL courses. SSSP, Basic Skills Committee By , increase the percentage of Foster Youth who complete a degreeapplicable course after having completed the final ESL or Basic Skills course 35

36 D. Student Success Indicator for Degree and Certificate Completion Ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal GOAL D. Increase the percentage of students who complete a degree, certificate or transfer compared to the number of degree, certificate and transfer completions for equity and other student populations. The degree and certificate completion goal was motivated by the finding that over the past three years, the rate of persistence of African Americans has been disproportionately low compared to other groups. ACTIVITIES: Student Success Indicator Degree and Certificate Completion Actions to be taken Develop communication management systems to notify students of educational planning services. Responsible Persons Semester Expected Outcome SSSP By , all new students receive regular communication about the need to update their plans. Degree and Certificate Completion Increase the number of students who complete degrees and certificates. SSSP By , all incoming students will declare a degree, certificate, transfer major program goals to increase completion rates. By , identify barriers which impact degree and certificate completion for all equity populations to increase outcomes of completion for SSSP. 36

37 Degree and Certificate Completion Degree and Certificate Completion Implement student education planning module for students. Provide ongoing training on classroom strategies specific to the support of African American and Native American students. SSSP, Basic Skills Committee, Dean PE, Athletics and Health Occupations VPISD, Academic Senate By , baseline data will be collected of underrepresented students, especially African American students who do not persist to degree/certificate completion. By , the number of underrepresented students, especially African Americans, who persist will increase By , trainings will be provided to instructors to provide effective instruction of African American and Native American students to increase degree and certificate (or course) completion. Degree and Certificate Completion Provide outreach and develop interventions for students at level 2 academic and progress probation and dismissal. SSSP Basic Skills Committee By , all level 2 probation students will be contacted regarding restricted enrollment, and their rate of successful reenrollment will increase. By , underrepresented students especially African American students will complete a workshop on student success prior to enrollment and/or readmission. 37

38 E. Student Success Indicator for Transfer Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English to the number of students in that group who actually transfer after one or more (up to six) years GOAL E. Implement initiatives which continue to address disproportionate impact of the rates of college transfer. The transfer goal was motivated by the finding that rates of transfer of female and students with disabilities has been disproportionally low compared to other groups. Student Success Indicator Actions to be taken Responsible Persons Semester Expected Outcome Transfer Implement student education planning module for students. SSSP By , collect data to better understand barriers to transfer for all equity populations especially students with disabilities and females. By , the number of students who transfer will increase, especially students Transfer Develop Associate Degrees for Transfer (ADTs) SSSP, Academic Senate with disabilities and females By , develop ADTs linked to local transfer institution 38