Los Angeles City College Student Equity Plan. Signature Page

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2 Los Angeles City College Student Equity Plan Signature Page Los Angeles Community College Los Angeles City College President, Board of Trustees Date District Chancellor: College President: Academic Senate President: Student Equity Coordinator:

3 LOS ANGELES CITY COLLEGE STUDENT EQUITY PLAN Taskforce Members Myra Siegel, Vice President,, Chair Hector Aguilar, Chair, Counseling Celena Alcala, Director, Title V Grant Jackie Ireland, Vice President, Academic Affairs Daniel Lara, Senator, Associated Student Organization Michelle Long-Coffee, Director, Marketing and Publicity Janice Love, Research Analyst William Marmolejo, Dean, Enrollment Susan Matranga, Learning Disabilities Specialist Renee Randolph, Assistant Betsy Regalado, Dean, Retention Ted Segal, Counselor Flavia Tamayo, Instructor, English/ESL/Academic Senate Representative Rebecca Tillberg, Dean, Institutional Effectiveness Jane Tokunow, Instructor, Nursing/Academic Senate Representative Leanna Watts, Dean, Activities/Student Equity Coordinator

4 Table of Contents Signature Page... i Task Force... ii Executive Summary... 2 Campus-Based Research... 6 Goals and Activities Budget Sources Evaluation Schedule and Process Attachments... 30

5 Los Angeles Community College District Los Angeles City College Executive Summary 2

6 Executive Summary California s Master Plan for Higher Education, created in 1960, guarantees that all Californians, with a high school degree or equivalent, could access higher education by enrolling in the state s community colleges. Community colleges have become the gate-keepers for the four-year colleges and universities, expected to produce qualified transfer-ready students as well as address the expanding need for basic skills and ESL education. The majority of the population served at Los Angeles City College faces financial, language and preparatory barriers. LACC represents a second chance for many students who arrive here ill-prepared to succeed in a traditional academic environment. The college is committed to providing the academic programs that students seek and the support services to assist them in achieving their educational goals. This plan seeks to identify the gaps in success rates among the populations served and address them. California Tomorrow, a non-profit research and advocacy organization, published California s Gold: Claiming the Promise of Diversity in our Community Colleges in It cites the challenges facing our community colleges: a public policy climate in which the mission and survival of community colleges is threatened by insufficient attention, inadequate investment and lack of understanding of the role community colleges play in the lives of diverse communities and the state; little accountability within the system for access, equity and diversity; insufficient counseling and student supports, resulting in barriers to successful completion of education and aspirations; few faculty and staff of color; insufficient training to help faculty and staff work effectively with a diverse student body; heavy reliance on part-time faculty members who are not able to provide much extra time and support to immigrant students, students of color and first generation college-goers; insufficient access to financial aid for a student population that often shoulders substantial family and work responsibilities; language barriers and a lack of understanding of immigrant students needs. While identifying gaps and creating activities to minimize them, the Student Equity Plan cannot address all of the factors that contribute to student success. However, it is hoped that by calling attention to varying success rates, etc., we can help focus the college community s attention on utilizing the many strengths of LACC to achieve improved outcomes for all of our students. This Student Equity Plan follows the procedures required by the State Chancellor s Office. The populations are identified by ethnicity, gender and disability. It should be noted that another population worth identifying is immigrant status. These students often have special needs that must be addressed beyond looking at ESL success rates. The traditional assumption is that immigrant populations are within the Hispanic and Asian/Pacific Island groups. LACC serves a large Eastern European immigrant community that is included within the White ethnic designation. For the first indicator, two target groups were identified for achieving equity in access to the college. The Hispanic population in the community is 46% while enrollment of Hispanic students was at 41% of the college s total student population (Fall 2003), down from a high of 3

7 45% in The male enrollment at the college is 43%. While less than the 50% of the adult population identified as male, it is actually 1% higher than the national average of male community college students in 1997 (Phillippe and Patton, 2000, as cited in California s Gold). LACC s male student population is higher in comparison with the other eight colleges within the Los Angeles Community District. While the gaps are not remarkable, the college has decided to establish goals and activities to increase the enrollment of both populations. There are two basic thrusts of the activities to increase enrollment for both Hispanic and male students. The Office of Institutional Effectiveness will research factors and influences that may be causing these groups not to enroll in community college and target marketing to these populations. They will also identify population trends within the community we serve. In addition, for the Hispanic group, the college will expand its bi-lingual activities to reach and serve Spanish speaking students for whom language is a barrier. A third group, the disabled students, also shows a gap in access. Members of the Student Equity Committee see that gap as one that exists within the college community. It is believed that many disabled students are enrolled at the college but are unaffiliated with the Office of Special Services (formerly DSPS). Therefore the activities to address this gap are directed to the current student population rather than out into the community. In the second area, the data on course completion rates indicates an appreciable gap in the success rates of both Hispanic and Black students, as compared to the White students. Several existing early intervention activities will be assessed for their effectiveness, and restructured and/or expanded as warranted. In an effort to institutionalize the on-going review of success among our diverse student populations, the Equity Plan calls for including ethnic data, and its analysis, in both academic and student services program review. The academic departments program reviews acknowledged the need to provide academic support for students success. The Equity Plan includes expansion of tutoring and access to instructional labs, such as the Math Pi Shop (see Attachment section) and the English Writing Lab. One very successful program, supplemental instruction, has demonstrated its positive effect on student outcomes, and one activity is to expand it. Data on the success of this activity is included in the Attachments section. The third aspect of student equity, ESL and Basic Skills completion, examines the success of students, by each group, who complete a degree applicable course after having completed the final ESL or basic skills course, within a two year time frame. As noted in California s Gold, students who took the basic skills/remedial coursework were slightly more likely to earn degrees and certificates, though it took them longer to do so. However, these students were less likely to transfer. Further study is indicated on the goals of the students completing the ESL program to determine whether that was an end in itself, and, if that is the case, revising the method of evaluating this area. The data for the fourth student success indicator, degrees and certificate completion, indicated a gender based gap. A disproportionate number of female students are attaining degrees and certificates compared to the male population. The college needs to collect data on how the two populations compare in their educational goals and courses of study, and then analyze that data for its affect on awarding of degrees and certificates. With the data in hand, the college can detail activities to address any gaps that may exist. Prior data is included in the Attachments section; however, the Committee is requesting further delineation within the data. 4

8 The last aspect to be addressed as a student success indicator is transfer. Using the college s metric for this indicator, the Student Equity Committee found no disparity among the identified groups. Promoting transfer among all of LACC s students is an on-going goal of the college. Additional data collected on transfer is included in the Attachments section. To support the activities of the Student Equity Plan, the college will be using Program 100 funds, as well as additional support from several categorical programs: Matriculation, BFAP (Financial Aid), and EOP & S, within their allowable expenditure, and the Title V grant, within its objectives. Contact person: Leanna Watts, Dean, (323) , ext North Vermont Avenue Los Angeles CA

9 Los Angeles Community College District Los Angeles City College Campus-Based Research

10 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE A. Access Representation in adult (18 or over) population within community Enrolled at LACC served Race American Indian or Alaskan Native 0% 0.2% Asian or Pacific Islander 20% 11% Black 12% 16% Hispanic 41% 46% White 25% 24% Gender Men 43% 50% Women 57% 50% Persons with disabilities 4% 12% *Race excludes "unknowns". Totals to lett than 100% because of "other" category not shown *source: SIS & CEN database, Fall 2003, Persons with disabilities = students who use OSS services ** Source: US Census Bureau , 3 digit ZCTA = 900, persons with disabilities include adults 21 to 64 city of Los Angeles Note, LACC's database does not provide sufficient information to determine disabled students who do not use OSS services. 7

11 B. Course Completion Number of courses in which the students in that group are enrolled on the census day of the term (Fall 2003) Number of credit courses that students by population group actually completed by the end of the term (Fall 2003) Ratio Race a b b/a American Indian or Alaskan Native % Asian or Pacific Islander 9,028 5, % Black 5,446 2, % Hispanic 17,029 9, % White 14,376 10, % Gender Men 19,954 11, % Women 29,954 18, % Persons with disabilities 2,475 1, % * Source SIS & CEN database 8

12 C. ESL & Basic Skills completion (Transition from basic skills to transferable courses) All transferable courses Successfully completed at least one final ESL or basic skills course in Fall 2002 a b b/a Successfully completed a transferable course (by Summer 2004) Ratio Race American Indian or Alaskan Native % Asian or Pacific Islander % Black % Hispanic % White % Gender Men % Women % Persons with disabilities % * Source SIS & CEN database 9

13 D. Degree and Certificate Completion Transfer Fall 2003 student profile Degrees & Certificates Awarded Race American Indian or Alaskan Native 0% not available Asian or Pacific Islander 20% 23% Black 12% 15% Hispanic 41% 41% White 25% 23% Gender Men 43% 32% Women 57% 68% Persons with disabilities 4% not available E. Transfer Combined transfers to UC,CSU,Private Fall 2003 student Transfer profile Race a b American Indian or Alaskan Native 0% not available Asian or Pacific Islander 20% 25% Black 12% 17% Hispanic 41% 38% White 25% 20% Gender Men Women Persons with disabilities 43% not available 57% not available 4% not available Source: SIS database and profile (California Postsecondary Education Commission online data system 10

14 Los Angeles Community College District Los Angeles City College Goals and Activities

15 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE STUDENT EQUITY PLAN 2005 Goals and Activities GOAL 1: Student Access Expected Outcome Timeline Evaluation Process Goal 1.1 Increase the percentage of Hispanic students enrolled at LACC. 0.5% increase each year until it becomes proportional to the population in the college s service area. Activity Research and evaluate data on Hispanic population in the community to determine population trends Person Responsible Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Administrative Program Review Of Institutional Effectiveness Activity Marketing plan targeting the Hispanic community: advertise in Spanish language newspapers, radio and cable TV. Insert page in schedule in Spanish on how to enroll. Person Responsible Michele Long-Coffee, Director, Marketing Communications Administrative Program Review Of Institutional Effectiveness Activity Expand and coordinate bi-lingual outreach activities in Financial Aid, Student Assistance Center, Admissions, EOPS, TRIO/SSS to recruit Hispanic students Person Responsible Myra Siegel, Vice President, Student Service Deans Initiate Program Reviews 12

16 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 1: Student Access (continued) Expected Outcome Timeline Evaluation Process Goal 1.1 (continued) Increase the percentage of Hispanic students enrolled at LACC. 0.5% increase each year until it becomes proportional to the population in the college s service area. Activity Expand bi-lingual capacities: bilingual Spanish assistance in Student Assistance Center, Admissions, Counseling, Financial Aid, Office of Special Services, recruiters, Financial Aid workshops. Person Responsible Deans: Will Marmolejo, Betsy Regalado, Jeremy Villar Matriculation Advisory Council Process, Program Reviews Activity Implement bi-lingual telephone options: college main phone, STEP registration, Financial Aid Office, SARS call Person Responsible Myra Siegel, Vice President Student Service Deans: Will Marmolejo, Betsy Regalado, Jeremy Villar TSS support staff Initiate Matriculation Advisory Council Process, Program Reviews Activity Include ethnic data in research provided for Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Myra Siegel, VP, Leanna Watts, Dean, Student Service Deans Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate Program Reviews 13

17 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 1: Student Access Expected Outcome Timeline Evaluation Process Goal 1.2 Increase the percentage of male students enrolled at LACC 0.5% increase each year until it becomes proportional to the population in the college s service area. Activity Research the causes of lower male enrollment in college Person Responsible Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate Administrative Program Review Of Institutional Effectiveness Activity Prepare and initiate a marketing plan that that addresses the identified concerns of potential male students and targets their interests Person Responsible Michelle Long-Coffee, Director Marketing Communications Initiate Administrative Program Review Of Institutional Effectiveness Person Responsible Betsy Regalado, Dean Jeremy Villar, Dean Activity Expand outreach and recruitment activities targeting potential male students. Program Reviews, EOP & S and Financial Aid Offices Activity Include gender data in research provided for Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Myra Siegel, VP, Leanna Watts, Dean, Student Service Deans Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Program Reviews 14

18 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 1: Student Access Expected Outcome Timeline Evaluation Process Goal 1.3 Increase the percentage of disabled students registered in the Office of Special Services (formerly DSPS). 0.5% increase each year until it becomes proportional to the population in the college s service area. Activity Survey students to determine the percent of enrolled students with disabilities and compare and analyze with the OSS population Person Responsible Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate Program Reviews, Office of Special Services Activity Develop and implement recruitment activities to encourage currently enrolled students to register for OSS services. OSS Dean, Faculty, OSS Person Responsible Program Reviews, Office of Special Services Activity Expand outreach activities to high schools; work in conjunction with existing outreach programs. OSS Dean, Person Responsible Program Reviews, Office of Special Services Person Responsible OSS Dean, Accommodations Committee Activity Facilitate accommodations for disabled students by working with instructors and campus facilities management. Program Reviews, Office of Special Services 15

19 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 2: Course Completion Expected Outcome Timeline Evaluation Process Goal 2.1 Improve academic success as indicated by rates of course completion of Hispanic students 1% increase each year Activity Assess the effectiveness of early alert, revise and implement as a component of matriculation. Utilize SARS call. Activity Assess effectiveness of orientation, PD and learning strategies courses on student success. Implement expansion of these initiatives as warranted. Will Marmolejo, Dean Betsy Regalado, Dean Rebecca Tillberg, Dean Institutional Effectiveness Initiate Person Responsible Shared Governance Planning Betsy Regalado, Dean Daryl Kinney, Professor Initiate Person Responsible Matriculation Advisory Council Process Committee Process Activity Expand peer mentoring programs based upon Summer Bridge concept. Create Hispanic student cohort groups. Person Responsible Program Reviews, Betsy Regalado, Dean Leanna Watts, Dean Initiate EOP & S and Student Activities Offices 16

20 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 2: Course Completion (continued) Goal 2.1 (continued) Improve academic success as indicated by rates of course completion of Hispanic students Expected Outcome Timeline Evaluation Process 1% increase per year Activity Increase supplemental instruction. Activity Evaluate utilization of tutors and reassign and expand as warranted. Person Responsible Betsy Regalado, Dean Department Chairs Person Responsible Maryanne Des Vignes, Chair Learning Skills Betsy Regalado, Dean Department Chairs Academic Departmental Program Reviews, EOP & S Program Review Academic Departmental Program Reviews, EOP & S Program Review Activity Publicize important college deadlines, especially drop dates. Encourage faculty to include dates on syllabus, post signs in classrooms, in Collegian. Person Responsible Michele Long-Coffee, Director, Marketing Communications Deans, Academic Affairs Ted Segal, counselor Initiate Matriculation Advisory Council Process Activity Expand access to instructional labs Person Responsible Department Chairs Initiate Academic Departments Program Reviews 17

21 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 2: Course Completion (continued) Goal 2.1 (continued) Improve academic success as indicated by rates of course completion of Hispanic students Expected Outcome Timeline Evaluation Process 1% increase per year Activity Utilizing professional development, support faculty training in classroom pedagogy that includes active teaching methods and a variety of learning styles. Person Responsible Academic Departments Program Gary Colombo, President Academic Senate Maryanne Des Vignes, Chair Educational Planning Committee Patricia Schmolze, Staff Development Daryl Kinney, Professor Initiate Reviews Activity Include ethnic data in research provided for Academic Program Review. Analyze for equity and recommend activities to achieve it. Activity Include ethnic data in research provided for Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Academic Departments Program Maryanne Des Vignes, Chair Educational Planning Committee Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate Reviews Person Responsible Program Reviews Myra Siegel, VP, Leanna Watts, Dean, Student Service Deans Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate 18

22 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 2: Course Completion Expected Outcome Timeline Evaluation Process Goal 2.2 Improve academic success as indicated by rates of course completion of Black students. 1% increase per year. Activity Assess the effectiveness of early alert, revise and implement as a component of matriculation. Utilize SARS call. Activity Assess effectiveness of orientation, PD and learning strategies courses on student success. Implement expansion of these initiatives as warranted. Will Marmolejo, Dean Betsy Regalado, Dean Rebecca Tillberg, Dean Institutional Effectiveness Initiate Person Responsible Shared Governance Planning Betsy Regalado, Dean Daryl Kinney, Professor Initiate Person Responsible Matriculation Advisory Council Process Committee Process Activity Expand peer mentoring programs based upon Summer Bridge concept. Create Black student cohort groups. Person Responsible Program Reviews, Betsy Regalado, Dean Leanna Watts, Dean Initiate EOP & S and Student Activities Offices 19

23 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 2: Course Completion (continued) Goal 2.2 (continued) Improve academic success as indicated by rates of course completion of Black students Expected Outcome Timeline Evaluation Process 1% increase per year Activity Increase supplemental instruction. Person Responsible Academic Departmental Program Betsy Regalado, Dean Department Chairs Reviews, EOP & S Program Review Activity Evaluate utilization of tutors and reassign and expand as warranted. Person Responsible Academic Departmental Program Maryanne Des Vignes, Chair Learning Skills Betsy Regalado, Dean Department Chairs Reviews, EOP & S Program Review Activity Publicize important college deadlines, especially drop dates. Encourage faculty to include dates on syllabus, post signs in classrooms, in Collegian. Michele Long-Coffee, Director, Marketing Communications Deans, Academic Affairs Ted Segal, counselor Initiate Person Responsible Matriculation Advisory Council Process Activity Expand access to instructional labs Person Responsible Academic Departments Program Department Chairs Initiate Reviews 20

24 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 2: Course Completion (continued) Goal 2.2 (continued) Improve academic success as indicated by rates of course completion of Black students Expected Outcome Timeline Evaluation Process 1% increase per year Activity Utilizing professional development, support faculty training in classroom pedagogy that includes active teaching methods and a variety of learning styles. Person Responsible Academic Departments Program Gary Colombo, President Academic Senate Maryanne Des Vignes, Chair Educational Planning Committee Patricia Schmolze, Staff Development Initiate Reviews Activity Include ethnic data in research provided for Academic Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Academic Departments Program Maryanne Des Vignes, Chair Educational Planning Committee Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate Reviews Activity Include ethnic data in research provided for Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Program Reviews Myra Siegel, VP, Leanna Watts, Dean, Student Service Deans Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate 21

25 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 3: ESL and Basic Skills Completion Goal 3.1 Increase the percent of Asian/ Pacific Islander who successfully complete a degree-applicable course after having completed the final ESL or basic skills course. Expected Outcome Timeline Evaluation Process 1% increase per year Activity Increase supplemental instruction. Person Responsible Academic Departmental Program Betsy Regalado, Dean Reviews, EOP & S Program Review Activity Increase the number of Learning Skills classes paired with vocational and transferable courses. Person Responsible Academic Departmental Program Maryanne Des Vignes, Chair Learning Skills Department Chairs Reviews, EOP & S Program Review Activity Include ethnic data in research provided for Academic Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Academic Departmental Program Maryanne Des Vignes, Chair Educational Planning Committee Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate Reviews, Activity Refine the definition of this indicator to identify population appropriate to this measure. Person Responsible Administrative Program Review Rebecca Tillberg, Dean Institutional Effectiveness Initiate Of Institutional Effectiveness 22

26 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 3: ESL and Basic Skills Completion Goal 3.2 Increase the percent of Hispanic students who successfully complete a degree-applicable course after having completed the final ESL or basic skills course. Expected Outcome Timeline Evaluation Process 1% increase per year Activity Increase supplemental instruction. Activity Increase the number of Learning Skills classes paired with vocational and transferable courses. Activity Include ethnic data in research provided for Academic Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Academic Departmental Program Betsy Regalado, Dean Reviews, EOP & S Program Review Person Responsible Academic Departmental Program Maryanne Des Vignes, Chair Learning Skills Department Chairs Reviews, EOP & S Program Review Person Responsible Academic Departmental Program Maryanne Des Vignes, Chair Educational Planning Committee Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate Reviews, Activity Refine the definition of this indicator to identify population appropriate to this measure. Person Responsible Administrative Program Review Rebecca Tillberg, Dean Institutional Effectiveness Initiate Of Institutional Effectiveness 23

27 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 3: ESL and Basic Skills Completion Goal 3.3 Increase the percent of Black students who successfully complete a degree-applicable course after having completed the final ESL or basic skills course. Expected Outcome Timeline Evaluation Process 1% increase per year Activity Increase supplemental instruction. Activity Increase the number of Learning Skills classes paired with vocational and transferable courses. Activity Include ethnic data in research provided for Academic Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Academic Departmental Program Betsy Regalado, Dean Reviews, EOP & S Program Review Person Responsible Academic Departmental Program Maryanne Des Vignes, Chair Learning Skills Department Chairs Reviews, EOP & S Program Review Person Responsible Academic Departmental Program Maryanne Des Vignes, Chair Educational Planning Committee Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate Reviews, Activity Refine the definition of this indicator to identify population appropriate to this measure. Person Responsible Administrative Program Review Rebecca Tillberg, Dean Institutional Effectiveness Initiate Of Institutional Effectiveness 24

28 LOS ANGELES COMMUNITY COLLEGE DISTRICT LOS ANGELES CITY COLLEGE GOAL 4: Degree and Certificate Completion Goal 4.1 Decrease the gap between the proportion of male students and the proportion of male students who receive a degree or certificate Expected Outcome Timeline Evaluation Process 1% decrease per year Activity Include gender data in research provided for Academic Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Academic Departmental Program Reviews Maryanne Des Vignes, Chair Educational Planning Committee Rebecca Tillberg, Dean Institutional Effectiveness Department Chairs Initiate Activity Include gender data in research provided for Program Review. Analyze for equity and recommend activities to achieve it. Person Responsible Program Reviews Myra Siegel, VP, Leanna Watts, Dean, Student Service Deans Rebecca Tillberg, Dean Institutional Effectiveness Janice Love, Research Analyst Initiate 25

29 Los Angeles Community College District Los Angeles City College Budget Sources

30 Budget Sources To support the activities of the Student Equity Plan, the college will be using Program 100 funds, as well as additional support from several categorical programs: Matriculation, BFAP (Financial Aid), and EOP & S, within their allowable expenditure, and the Title V grant, within its objectives. 27

31 Los Angeles Community College District Los Angeles City College Evaluation Schedule and Process

32 Evaluation Schedule and Process The activities associated with the Student Equity Plan are part of or will be folded into the existing college processes of Program Review (PR), Shared Governance Planning Committee (SGC Planning), and/or the Matriculation Advisory Committee (M), per their reference on the Student Equity Plan grid. Therefore, evaluation of the success of these activities will be done within the evaluation processes of these groups. Program Review is a six-year process, and it is evaluated every other year throughout the six years. and Academic Affairs program reviews are evaluated by their oversight committees; i.e., the Council and the Educational Planning Committee, respectively. The Shared Governance Planning Committee is the group responsible for monitoring the college s strategic plan. They meet monthly to review progress on reaching the college s priorities and associated strategic planning initiatives. They report back to their oversight committee, the Shared Governance Council. The Matriculation Advisory Committee is responsible for implementation of the college s Matriculation plan. They establish their focus on an annual basis and evaluate progress monthly throughout the academic year. 29

33 Los Angeles Community College District Los Angeles City College Attachments

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38 Table 1 - Grade distribution comparison - SI vs Regular courses Spring 2004 Instruction Courses - Study A B C P D F N Totals % count % count % count % count % count % count % count % count ANATOMY 001 Instruction Courses 19% 6 25% 8 34% 11 16% 5 6% 2 100% 32 ANATOMY 001 Regular Courses 11% 12 23% 25 36% 40 18% 20 12% % 110 BIOLOGY 003 Instruction Courses 5% 1 21% 4 47% 9 5% 1 16% 3 5% 1 100% 19 BIOLOGY 003 Regular Courses 22% 26 13% 15 46% 54 1% 1 6% 7 10% 12 2% 2 100% 117 CHEM 068 Instruction Courses 62% 28 18% 8 16% 7 4% 2 100% 45 CHEM 068 Regular Courses 39% 19 22% 11 27% 13 10% 5 2% 1 100% 49 CO SCI 101 Instruction Courses 40% 12 47% 14 13% 4 100% 30 CO SCI 101 Regular Courses 36% 74 34% 70 9% 19 1% 3 2% 5 16% % 204 E.S.L. 005 Instruction Courses 16% 4 28% 7 28% 7 20% 5 8% 2 100% 25 E.S.L. 005 Regular Courses 23% 48 37% 77 24% 50 1% 2 6% 12 10% 20 0% 1 100% 210 E.S.L. 006 Instruction Courses 14% 3 29% 6 33% 7 24% 5 100% 21 E.S.L. 006 Regular Courses 20% 24 41% 50 28% 34 1% 1 3% 4 8% % 123 ENGLISH 021 Instruction Courses 56% 36 44% % 64 ENGLISH 021 Regular Courses 2% 6 1% 5 1% 5 62% 230 1% 2 2% 7 31% % 370 ENGLISH 028 Instruction Courses 30% 19 36% 23 13% 8 6% 4 16% % 64 ENGLISH 028 Regular Courses 16% % % 247 1% 5 12% 95 10% 80 0% 2 100% 774 ENGLISH 101 Instruction Courses 35% 14 20% 8 28% 11 8% 3 10% 4 100% 40 ENGLISH 101 Regular Courses 27% % % 169 8% 56 13% % 705 ENGLISH 103 Instruction Courses 30% 15 32% 16 20% 10 8% 4 10% 5 100% 50 ENGLISH 103 Regular Courses 26% 63 26% 63 28% 68 1% 2 8% 19 13% % 246 HISTORY 011 Instruction Courses 15% 10 34% 22 23% 15 6% 4 20% 13 2% 1 100% 65 HISTORY 011 Regular Courses 30% % % 77 1% 4 4% 12 6% 19 0% 1 100% 340 MATH 113 Instruction Courses 7% 2 11% 3 18% 5 4% 1 61% % 28 MATH 113 Regular Courses 16% 4 4% 1 36% 9 4% 1 32% 8 8% 2 100% 25 MATH 115 Instruction Courses 13% 18 24% 33 27% 37 2% 3 16% 22 12% 16 4% 6 100% 135 MATH 115 Regular Courses 16% 75 17% 78 29% 136 1% 4 13% 59 24% 110 1% 5 100% 467 MATH 125 Instruction Courses 7% 6 16% 14 20% 18 13% 11 38% 33 7% 6 100% 88 MATH 125 Regular Courses 18% 66 20% 73 25% 95 1% 4 11% 42 21% 78 4% % 373 MUSIC 101 Instruction Courses 36% 28 25% 19 14% 11 9% 7 16% % 77 MUSIC 101 Regular Courses 38% 12 28% 9 19% 6 9% 3 6% 2 100% 32 PHILOS 001 Instruction Courses 6% 4 19% 12 19% 12 11% 7 44% % 63 PHILOS 001 Regular Courses 17% 58 18% 59 19% 63 1% 2 17% 56 28% 95 0% 1 100% 334 PHYSIOL 001 Instruction Courses 13% 4 30% 9 37% 11 10% 3 10% 3 100% 30 PHYSIOL 001 Regular Courses 18% 15 33% 28 33% 28 15% 13 1% 1 100% 85 PSYCH 001 Instruction Courses 29% 25 26% 22 31% 26 5% 4 9% 8 100% 85 PSYCH 001 Regular Courses 21% % % 150 0% 1 9% 50 19% % 548 SPANISH 001 Instruction Courses 77% 23 10% 3 7% 2 7% 2 100% 30 SPANISH 001 Regular Courses 63% % 40 7% 23 1% 3 3% 9 13% 43 1% 2 100% % 6,424

39 Table 2 - Success rates - SI vs Regular courses I highlighted (with red font) the courses that have lower pass rates in the SI cour PASS FAIL % of Row % count % count % count ANATOMY 001 Instruction Courses 78% 25 22% 7 100% 32 ANATOMY 001 Regular Courses 70% 77 30% % 110 BIOLOGY 003 Instruction Courses 74% 14 26% 5 100% 19 BIOLOGY 003 Regular Courses 82% 96 18% % 117 CHEM 068 Instruction Courses 96% 43 4% 2 100% 45 CHEM 068 Regular Courses 88% 43 12% 6 100% 49 CO SCI 101 Instruction Courses 100% % 30 CO SCI 101 Regular Courses 81% % % 204 E.S.L. 005 Instruction Courses 72% 18 28% 7 100% 25 E.S.L. 005 Regular Courses 84% % % 210 E.S.L. 006 Instruction Courses 76% 16 24% 5 100% 21 E.S.L. 006 Regular Courses 89% % % 123 ENGLISH 021 Instruction Courses 56% 36 44% % 64 ENGLISH 021 Regular Courses 66% % % 370 ENGLISH 028 Instruction Courses 78% 50 22% % 64 ENGLISH 028 Regular Courses 77% % % 774 ENGLISH 101 Instruction Courses 83% 33 18% 7 100% 40 ENGLISH 101 Regular Courses 79% % % 705 ENGLISH 103 Instruction Courses 82% 41 18% 9 100% 50 ENGLISH 103 Regular Courses 80% % % 246 HISTORY 011 Instruction Courses 72% 47 28% % 65 HISTORY 011 Regular Courses 91% 308 9% % 340 MATH 113 Instruction Courses 36% 10 64% % 28 MATH 113 Regular Courses 60% 15 40% % 25 MATH 115 Instruction Courses 67% 91 33% % 135 MATH 115 Regular Courses 63% % % 467 MATH 125 Instruction Courses 43% 38 57% % 88 MATH 125 Regular Courses 64% % % 373 MUSIC 101 Instruction Courses 75% 58 25% % 77 MUSIC 101 Regular Courses 84% 27 16% 5 100% 32 PHILOS 001 Instruction Courses 44% 28 56% % 63 PHILOS 001 Regular Courses 54% % % 334 PHYSIOL 001 Instruction Courses 80% 24 20% 6 100% 30 PHYSIOL 001 Regular Courses 84% 71 16% % 85 PSYCH 001 Instruction Courses 86% 73 14% % 85 PSYCH 001 Regular Courses 72% % % 548 SPANISH 001 Instruction Courses 93% 28 7% 2 100% 30 SPANISH 001 Regular Courses 83% % %

40 Table 3 Demographic comparison (SI VS REGULAR COURSES) - Race Spring 2004 RACE HISPANIC, CAUCASIAN, LATINO WHITE AMERICAN ASIAN STATE % of Row % count % count % count % count % count % count % count SI COURSES 40% % 211 8% 82 18% 179 1% 5 12% % 991 REGULAR COURSES 40% % % % 755 1% 29 12% % 5433 TOTAL 40% % % % 934 1% 34 12% % 6424 Table 4 Demographic comparison (SI VS REGULAR COURSES) - Gender Spring 2004 Gender F M % count % count SI COURSES 62% % 375 REGULAR COURSES 61% % 2125 BLACK, AFRICAN- AMER INDIAN, NATIVE ALASKAN, PACIFIC ISLANDER OTHER, DECLINE TO Table 5 Spring 2004 to Fall 2004 persistence Persistence 2004 cohort* for a class in % count % count SI COURSES 100% % 1049 REGULAR COURSES 100% % 4055 * Spring cohort includes students who received grade in one of the Subjects covered by SI. Table 6 Comparison - Student success in a course from the same subject in Summer 2004 Success in subsequent course All students in the Spring who registered Pass Fail % count % count SI COURSES 94% 46 6% 3 REGULAR COURSES 85% % 42 Table 7 Allocation of students between SI and regular courses REGULAR SI COURSES COURSES TOTAL % count % count % count ANATOMY % 40 82% % 224 BIOLOGY % 26 87% % 201 CHEM % 51 52% % 106 CO SCI % 33 88% % 273 E.S.L % 26 89% % 247 E.S.L % 26 83% % 156 ENGLISH % 96 81% % 511 ENGLISH 028 8% 73 92% % 948 ENGLISH 101 6% 55 94% % 934 ENGLISH % 58 84% % 367 HISTORY % 85 82% % 463 MATH % 44 39% % 72 MATH % % % 780 MATH % % % 640 MUSIC % 90 30% % 128 PHILOS % 78 84% % 488 PHYSIOL % 32 75% % 130 PSYCH % % % 799 SPANISH % 39 90% % 386 TOTAL 16% % % 7853

41 Los Angeles City College Fall 2001 Success Rates in Math 105, 112, 115, 240, 260 by Math 100 (pi shop) status and By Ethnicity Successful Completion Successful Completion Unsuccessful Completion Unsuccessful Completion Count ' Percent Count ' Percent Pass Asian % 5. 26% Pass Black, African- American % % Pass Caucasian, White % 7. 13% Pass Latino, Hispanic % % Pass Total % % Fail, Withdrawal, or Other Asian % Fail, Withdrawal, or Other Black, African- American 7. 54% 6. 46% Fail, Withdrawal, or Other Caucasian, White 9. 75% 3. 25% Fail, Withdrawal, or Other Latino, Hispanic % % Fail, Withdrawal, or Other Total % % Not enrolled in Math 100 Asian % % Not enrolled in Math 100 Black, African- American % % Not enrolled in Math 100 Caucasian, White % % Not enrolled in Math 100 Latino, Hispanic % % Not enrolled in Math 100 Total % % Total Total 1, % %

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