Student Equity Plan November 2015

Student Equity Plan November 2015

Table of Contents SDCC STUDENT EQUITY PLAN Student Equity Signature Page...1 Executive Summary...2 Targeted Groups...5 Goals...7 Activities...9 Student Equity Funding and Other Resources...10 Contact Person/Student Equity Coordinator...13 Planning Committee and Collaboration...14 Student Equity Plan Committee Membership List...15 Access...16 Campus-Based Research...16 Goals, Activities, Funding and Evaluation...22 Course Completion...25 Campus-Based Research...25 Goals, Activities, Funding & Evaluation:...33 ESL and Basic Skills Completion...38 Campus-Based Research...38 English...39 ESOL...50 Math...59 Goals, Activities, Funding and Evaluation...68 Degree and Certificate Completion...78 Campus-Based Research...78 Goals, Activities, Funding and Evaluation...86 Transfer...90 Camus-Based Research...90 Goals, Activities, Funding and Evaluation...98 Other College or District-wide Initiatives Affecting Several Indicators...109 Goals, Activities, Funding and Evaluation...110 Summary Budget...113 Summary Evaluation and Process...115 Attachments...117 Student Equity Committee Charge and Composition...117 Student Success Initiatives Committee Charge and Composition...119 City College 2015 Student Equity Scorecard...121

District: San Diego Community College District San Diego City College Student Equity Plan Signature Page District: San Diego Community College District Board of Trustees Approval Date: 12110/2015 I certify that this plan was reviewed and approved by the district board of trustees on the date shown above. I also certify that student equity categorical funding allocated to my college or district will be expended in accordance the student equity ex e 'delines published by the California Community College Chancellor's Office (CCCCO}. abeebe@sdccd.edu I certify that student equity categorical funding allocated to my college will be expended in accordance the student quity ex enditure guidelines published by the CCCCO. Co I%e hie ' ss Officer: Seher Awan sawan@sdccd.edu I I cet1ify, that was involved in the development of the plan and support the research goals, activities, budget and -.r.c:=..-i n it contains. tudent Services Officer: Denise Whisenhunt dwhisenhunt@sdccd.edu I certify that was involved in the development of the plan and support the research goals, activities, budget and ev luation it contains. rkilmer@sdccd.edu I certify that Academic Senate representatives were involved in the development of the plan and the Senate supports t researc goals, tivities, budget and evaluation it contains. Academic Senate President: Berta Harris bharris@sdccd.edu I certify that Classified Senate representatives were involved in the development of the plan and the Senate supports the research goals, activities, budget and evaluation it contains. yschmelt@sdccd.edu. that Associated Student Body repres ntatives were involved in the development of the plan and support the research goals, activities, budget 'Qaluation it contains. ex- ~ - ~/ Associated Studen ody Pre ent: aura Benavidez lbenavid@sdccd.edu jtyler@sdccd.edu (619) 388-3414

Executive Summary Executive Summary Overview In March 2015, with the expertise of an outside consultant, San Diego City College (SDCC) initiated planning for the 2015 Student Equity Plan. The consultant met with the Student Equity Workgroup over a period of five months to review the City College equity data and prioritize activities for the 2015 Student Equity Plan. The research and development team began by following the recommended parameters for the source and type of data to be analyzed, in line with the revised Student Equity Plan. Previous exposure to research on student equity has helped transition City College into a campus with a culture of evidence. In August 2015, an Associate Dean of Student Success and Equity was hired to lead the college s efforts in equity planning. During the months of August, September, and October, the two committees involved with equity and student success met to review data and prioritize high-impact activities that will serve the disproportionately impacted. In October 2015, the Associate Dean attended a two-day workshop, held by the State Chancellor s Office, on Student Equity and equity planning. In early November, the Equity Plan Committee spent time presenting the 2015 Equity Plan to the campus community and receiving approval from the shared-governance committees. The following is a summary of findings in key indicators: Access This section examines student access at SDCC by comparing the percentage of student population groups, enrolled in Fall 2014, to the percentage of comparable adult populations within the community served. When compared to the surrounding adult community in the City College service area, the male subgroup had five percent lower representation within the City College student population than the service area. Students who live within the City College service area and identify as Latino and African American have a higher representation than the adult population in the same service area. While students ages 18 to 24 that live in the City College service area were overrepresented by 42%, students under 18 and 50 & over were underrepresented compared to the adult population in the same service area. City College DSPS students had a lower representation in the student population than in the adult population in the College service area and the District service area. Economically disadvantaged students are significantly over-represented in the College s general student population compared to the adult population in the surrounding community (63% overrepresentation for the College and District service areas). Course Completion This section examines success for the fall and spring terms of the five most recent years for which data are available: Fall 2010 through Spring 2015. Between 2010/11 and 2014/15, City College displayed an average annual success rate of 66% and experienced an increase of three percent. The 80-percent index revealed that inequity exists for African American students. In addition to African American students, the Gap Analysis methodology identified inequity in the Latino student population s success rate. Using the subgroup Under 18 as the reference group, the 80-percent index revealed that the 18-24 subgroup experienced disproportionate impact. The Gap Analysis methodology also highlighted the disproportionate impact experienced by the 18-24 subgroup. The Gap Analysis methodology revealed that even though economically disadvantaged students performed only 1.9% below the college-wide average, the 64% success rate equates to 4,748 successes lost. 2

Executive Summary ESL and Basic Skills Completion This section of the report examines the subsequent enrollment and successful course completion of students who had enrolled in the highest levels of ESOL and Basic Skills English or math. Subsequent enrollment and success in a college-level English course (English 101 or English 105) were examined for students who successfully completed the Basic Skills English 048/049 series within two years. The Gap Analysis methodology highlighted the 2.9% difference between the higher female and male student course completion (83% and 79%). When applying the 80% Index for subsequent successful course completion rates, both American Indian students and White students were revealed to have experienced adverse impact. The Gap Analysis methodology highlighted the 2.9% gender difference that equates to 10 success counts lost. While the 80-percent index did not identify disproportionate impact for any of the age subgroups, the Gap Analysis methodology highlighted the 6.6% difference for 50 & over students and the 1.3% difference for 18-24. No disparities were observed when the 80% Rule was applied to the average subsequent success rate for foster youth students; however, the Gap Analysis methodology highlighted an 8.8% gap. Subsequent enrollment and success in a college-level English course (English 101 or English 105) were examined for students who successfully completed ESOL 040, the highest level ESOL course, within three years. The Gap Analysis methodology revealed a 4.9% performance gap for male students that equates to two successes lost. When the 80% Rule was applied to the average subsequent success rate by ethnicity, Latino and White students were identified as being disproportionately impacted. The Gap Analysis methodology highlighted the disproportionate impact in the Latino and White subgroups. The subgroup 40-49 had the lowest subsequent success rate of all age groups (78%), and its 80-percent index highlighted the disproportionate subsequent success for the group. In addition to the 40-49 subgroup, whose 10.8% gap equates to one success lost, the Gap Analysis methodology reveals a disparity for the 18-24 subgroup with a 2.6% gap that equates to two successes lost. Subsequent enrollment and success in a college-level math course (Math 096) were examined for students who successfully completed the Basic Skills Math 046. Further analysis showed that, with the exception of Asian and Filipino students, all ethnic subgroups experienced disproportionate impact compared to Pacific Islander students, the highest performing group. The Gap Analysis methodology identified African American, American Indian, and Latino students as disproportionately impacted. Although Latino students had the smallest gap at 2.3%, they accounted for the majority of course completions lost. The 80-percent index revealed that all age subgroups demonstrated disproportionate impact when referencing the highest performing group, Under 18. The Gap Analysis methodology identified disparities in the subsequent success rates for the 18-24 and 50 & over subgroups. Both the 80% Rule and the Gap Analysis methodology identified disproportionate impact for foster youth students. 3

Executive Summary Degree and Certificate Completion This section examines degree and certificate completion rates for City College students by conducting a cohort tracking study. Three cohorts (2006/07, 2007/08, and 2008/09) were identified, consisting of first-time students who completed 12 units in a three year period and who attempted any English or math course. Each cohort was tracked for six years to find the number of students who successfully earned a degree or certificate. All ethnic subgroups were identified as disproportionately impacted when the 80% Rule was applied to the degree and certificate completion rate for American Indian students. The Gap Analysis methodology highlighted the disproportionate impact experienced by African American and Filipino students (12 awards lost each). All age subgroups were identified as disproportionately impacted when the 80% Rule was applied with 50 & over as the reference group. The Gap Analysis methodology identified disproportionate impact only for the Under 18 and 18-24 subgroups. Transfer This section examines transfer rates for City College students by conducting a cohort tracking study. Three cohorts (2006/07, 2007/08, and 2008/09) were identified, consisting of first-time students who completed 12 units in a three year period and who attempted any English or math course. Each cohort was tracked for six years to find the number of students who successfully transferred to a four-year institution. Using the subgroup Filipino as the reference group, only Asian, Pacific Islander and white students had an 80-percent index over the threshold. The Gap Analysis methodology identified the African American and Latino subgroups as disproportionately impacted. When the 80% Rule was applied using the 18-24 subgroup as the reference group, all age subgroups, except for those who were under 18 years old, revealed disproportionate impact. The Gap Analysis methodology identified all subgroups except for 18-24 as disproportionately impacted. Applying the 80% rule referencing the cohorts to the non-cohorts, both DSPS and economically disadvantaged subgroups had an 80-percent index smaller than 80% (29% and 53%), implying that both DSPS students and the economically disadvantaged students were disproportionately impacted. The Gap Analysis methodology also identified the DSPS and economically disadvantaged subgroups as disproportionately impacted with losses of 94 and 617 transfers. 4

Executive Summary Targeted Groups Access Target Population(s) City College Service Area Current Gap Male 5% 3% DSPS 3% 2% Veteran 3% 4% SDCCD Service Area Course Completion Target Population(s) 80% Index Gap Analysis Difference Count Lost African American 77% -7.3% 3,875 Latino 83% -3.0% 5,674 18-24 75% -3.2% 7,056 Economically Disadvantaged 88% -1.9% 4,748 Foster Youth 90% -6.2% 692 ESL and Basic Skills Completion MATH ESOL ENGL Target Population(s) 80% Index Gap Analysis Difference Count Lost White 77% -13.2% 8 Foster Youth 89% -8.8% 2 Male 91% -4.9% 2 Latino 78% -10.8% 6 White 67% -21.9% 1 18-24 86% -2.6% 2 40-49 78% -10.8% 1 African American 68% -2.9% 5 American Indian 47% -18.3% 2 Latino 69% -2.3% 22 18-24 62% -3.1% 34 50 & over 61% -4.1% 2 Foster Youth 76% -12.6% 3 5

Degree and Certificate Completion Executive Summary Target Population(s) 80% Index Gap Analysis Difference Count Lost African American 53% -1.3% 12 Filipino 46% -2.6% 12 Under 18 34% -2.0% 21 18-24 38% -0.9% 50 Transfer Target Population(s) 80% Index Gap Analysis Difference Count Lost Male 86% -4.6% 141 African American 52% -14.5% 134 Latino 62% -7.4% 225 Under 18 83% -4.1% 44 25-29 56% -20.4% 79 30-39 40% -29.7% 90 40-49 27% -37.6% 67 50 & over 26% -37.8% 29 DSPS 29% -37.5% 94 Economically Disadvantaged 53% -12.7% 617 6

Executive Summary Goals The student equity workgroups considered both the 80% Index and Gap Analysis methodologies to identify disproportionately impacted groups. Goals were established with a target of 2019. Access Male; male representation in the student population will increase by 2.0% for the City College service area. DSPS; DSPS student representation in the student population will increase by 3% for the City College service area. Veteran; Veteran student representation in the student population will increase by 3% for the City College service area. Course Completion African American; decrease the percentage point gap from 7.3% to 3.0%. An additional 2,298 successful completions across the five cohorts would eliminate the disproportionate impact. Latino; decrease the percentage point gap from 3.0% to 1.5%. An additional 2,875 successful completions across the five cohorts would eliminate the disproportionate impact. 18-24; decrease the percentage point gap from 3.2% to 2.0%. An additional 2,684 successful completions across the five cohorts would eliminate the disproportionate impact. Economically disadvantaged; decrease the percentage point gap from 1.9% to 0.9%. An additional 2,523 successful completions across the four cohorts would eliminate the disproportionate impact. Foster youth; decrease the percentage point gap from 6.2% to 2.2%. An additional 444 successful completions across the five cohorts would eliminate the disproportionate impact. ESL and Basic Skills Completion English White; decrease the percentage point gap from 13.2% to 6.0%. An additional 4 successful completions across the five cohorts would eliminate the disproportionate impact. Foster Youth; decrease the percentage point gap from 8.8% to 4.4%. One additional successful completion across the three cohorts would eliminate the disproportionate impact. ESOL Male; decrease the percentage point gap from 4.9% to 2.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Latino; decrease the percentage point gap from 10.8% to 5.0%. An additional 3 successful completions across the five cohorts would eliminate the disproportionate impact. White; decrease the percentage point gap from 21.9% to 4.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. 18-24; eliminate the 2.6% gap. One additional successful completion across the five cohorts would eliminate the disproportionate impact. 40-49; decrease the percentage point gap from 10.8% to 4.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Math African American; decrease the percentage point gap from 2.9% to 1.0%. An additional 3 successful completions across the five cohorts would eliminate the disproportionate impact. 7

Executive Summary American Indian; decrease the percentage point gap from 18.3% to 6.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Latino; decrease the percentage point gap from 2.3% to 0.8%. An additional 14 successful completions across the five cohorts would eliminate the disproportionate impact. 18-24; decrease the percentage point gap from 3.1% to 1.1%. An additional 22 successful completions across the five cohorts would eliminate the disproportionate impact. 50 & over; decrease the percentage point gap from 4.1% to 2.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Foster youth; decrease the percentage point gap from 12.6% to 6.0%. An additional 2 successful completions across the three cohorts would eliminate the disproportionate impact. Degree and Certificate Completion African American; decrease the percentage point gap from 1.3% to 0.0%. An additional 12 completions across the three cohorts would eliminate the disproportionate impact. Filipino; decrease the percentage point gap from 2.6% to 1.3%. An additional 6 completions across the three cohorts would eliminate the disproportionate impact. Under 18; decrease the percentage point gap from 2.0% to 1.0%. An additional 11 completions across the three cohorts would eliminate the disproportionate impact. 18-24; decrease the percentage point gap from 0.9% to 0.0%. An additional 49 completions across the three cohorts would eliminate the disproportionate impact. Transfer Male; decrease the percentage point gap from 4.6% to 2.6%. An additional 61 transfers across the three cohorts would eliminate the disproportionate impact. African American; decrease the percentage point gap from 14.5% to 7.5%. An additional 65 transfers across the three cohorts would eliminate the disproportionate impact. Latino; decrease the percentage point gap from 7.4% to 4.4%. An additional 90 transfers across the three cohorts would eliminate the disproportionate impact. Under 18; decrease the percentage point gap from 4.1% to 2.0%. An additional 23 transfers across the three cohorts would eliminate the disproportionate impact. 25-29; decrease the percentage point gap from 20.4% to 10.4%. An additional 39 transfers across the three cohorts would eliminate the disproportionate impact. 30-39; decrease the percentage point gap from 29.7% to 20.0%. An additional 29 transfers across the three cohorts would eliminate the disproportionate impact. 40-49; decrease the percentage point gap from 37.6% to 30.0%. An additional 13 transfers across the three cohorts would eliminate the disproportionate impact. 50 & over; decrease the percentage point gap from 37.8% to 30.0%. An additional 6 transfers across the three cohorts would eliminate the disproportionate impact. DSPS; decrease the percentage point gap from 37.5% to 25.0%. An additional 31 transfers across the three cohorts would eliminate the disproportionate impact. Economically disadvantaged; decrease the percentage point gap from 12.7% to 10.7%. An additional 95 transfers across the three cohorts would eliminate the disproportionate impact. 8

Executive Summary Activities Access Increase outreach for males in the City College service area through increased and improved outreach and professional development activities. Improve the identification of DSPS students at City College. Increase community relationships with groups serving veterans and improve customer service for veteran services at City College. Course Completion Improve the course completion rate for African American, Latino, 18-24, economically disadvantage, and foster youth subgroups through the implementation of professional development activities and supplemental instruction in high attrition courses. The college will provide faculty with professional development and workshops on student engagement and cultural competencies. The college will also fund a 60% counselor/coordinator, peer mentors, and a retreat for foster youth students. ESL and Basic Skills Completion English Improve the basic skills subsequent completion rate for White and foster youth students in the English pathway by focusing on the coordination and redevelopment of the accelerated model and the expansion of supplemental instruction. ESOL Improve the basic skills subsequent completion rate for male, Latino, White, 18-24, and 40-49 students in the ESOL pathway by focusing on ESOL tutoring and the ESOL curriculum. The college will fund ESOL tutoring, as well as a 25% coordinator for ESOL tutoring. Math Improve the basic skills subsequent completion rate for African American, American Indian, Latino, 18-24, 50 & over, and foster youth students in the math pathway by focusing on curriculum redesign, supplemental instruction, and expanded tutoring hours. The college will fund professional development and curriculum redesign for math faculty, supplemental instruction for basic skills courses, and extended hours at the math center. Degree and Certificate Completion Improve the degree and certificate completion rate for African American, Filipino, Under 18, and 18-24 students by focusing on improvements to course sequencing, funding student workshops, and refining enrollment management. The college will fund study stills and student success workshops to engage students and provide a link to completion and/or transfer. Transfer Improve the transfer rate for male, African American, Latino, Under 18, 25-29, 30-39, 40-49, 50 & over, DSPS, and economically disadvantaged students by focusing on the expansion second-year experience programming. The program will provide assigned counselors trained in career exploration, peer mentors, fund service learning projects, connect students to successful alumni and fund a 50% student services supervisor to provide technical and clerical support. 9

Executive Summary Student Equity Funding and Other Resources Activity Amount Awarded Rationale Staffing Research Assistant (0.50 FTEF) $30,000 50% of research assistant salary for equity research (existing position). Research support NANCE $6,000 Hourly support for research office to assist with increase of data requests. Dean, Equity (1.0 FTEF) $123,213 Associate Dean position de-funded, dean position approved at September 24, board meeting. Senior Secretary, Equity (1.0 FTEF) $49,211 Administrative Support for Equity Dean. Dean, Institutional Effectiveness (0.21 $30,306 Salary shared by Equity, SSSP, and General Fund support integrated FTEF) planning of equity efforts Student Services Technician- to support equity initiatives (0.50) $26,125 Position approved at September 24, board meeting. Funding split 50/50 with SSSP. EYE Peer Coordinator Non $30,000 2015/16 Priority. Adjunct faculty position to coordinate EYE Peers. Classroom Adjunct Faculty (0.50 FTEF/20 hours) Counselor, At-Risk - EYE (0.50 FTEF) $32,000 Counseling position. Salary split 50/50 with SSSP. The position will support mental health and general counseling. Business Services NANCE $50,000 Support administrative management of equity initiatives. Basic Skills S16, ESOL Tutoring Coordinator (48 $2,200 Agreement between Equity and BS to fund. hours) English Acceleration Coordination $12,000 2015/16 Priority. (curriculum) Math Acceleration Coordination $12,000 2015/16 Priority. (curriculum) Math Compression 2, Part-Time Counselors $60,000 Initiative to have Math students transfer ready within 6 months. Equity cannot pay FTEF for classes, but it can pay for counselors, peer mentors, SI, etc. 2, Peer Mentors $7,600 Initiative to have Math students transfer ready within 6 months. Equity cannot pay FTEF for classes, but it can pay for counselors, peer mentors, SI, etc. SI Tutors (2 per class) $33,000 Initiative to have Math students transfer ready within 6 months. Equity cannot pay FTEF for classes, but it can pay for counselors, peer mentors, SI, etc. Supplemental Instruction (Basic Skills) Math Center, Tutoring Center, English $285,000 2015/16 Priority. BSI is funding tutoring. Center, Supplies, and Coordination Study Skills Coordinator Non Classroom, Adjunct Faculty (0.40 FTEF) $25,000 2015/16 Priority. Course Sequencing Hourly Research Assistant Office of Instruction support to CBR $20,000 To have students maximize their time and complete. This activity will assist the VPIs office with funding the research. 10

Executive Summary Activity Amount Awarded Rationale DSPS: Learning Disability Specialist & Services WAIS IV $1,500 Support for a DSPS LD Specialists is a prioritized activity per the Student Equity Workgroup. WJ IV Cognitive and Achievement $2,000 LD Specialist/Tester Adjunct $28,000 Counselor will provide disability testing and general counseling Campus-Wide Professional Development Coordination:.400 (Release Time Spring and Fall 2016) $40,000.400 Professional Development Coordinator. A campus Professional Development Workgroup will be instituted to assist. Workshops, Travel, etc. $60,000 2015/16 Priority. Campus professional development activities. Center for Urban Education (CUE) $15,000 Center for Urban Education. Will work with the campus on Equityminded practices and further explore the Gap Analysis. M2C3 Men of Color $10,000 Campus initiative - Web-based program for certification in Teaching Men of Color. IEBC $25,000 Project management and evaluation of initiative activities. Innovation/Mini-grants $25,000 By committee consensus, 25,000 put into budget for mini-grants and student engagement. Social Justice Conference Conference Programming $10,000 2015/16 Priority. Coordinator Release Time 0.200 $10,000 spring 2016 Conference Clerical/Administrative $15,000 Aide (25 hours/week) Marketing Branding, printing, social media set $15,000 Educate campus community on equity and equity initiatives. up Foster Youth Counselor/Coordinator (.600) $15,000 2015/16 Priority. Peer Mentors (3) $10,800 Student Engagement/ Enrichment Student Retreat/End of Year $1,500 Student Engagement/ Enrichment Scholarships 2 nd Year of AcademicWorks $7,500 AcademicWorks is scholarship software that will enhance the "searchability" and fit of scholarships for City College students. The funding for a 3-year phase in was negotiated under 2014-15 Equity funds. We are committed for second year funding. 11

Executive Summary Activity Amount Awarded Rationale 2nd Year Experience 4, part-time counselors $124,000 2015/16 Priority. The activities listed here will support a robust second year experience for City College Students. Dedicated counselor to guide our students of color. 8, peer mentors $32,000 2015/16 Priority. The activities listed here will support a robust second year experience for City College Students. Student Services Supervisor II EYE (0.50 FTEF) $41,241 2015/16 Priority. The activities listed here will support a robust second year experience for City College Students. Augment/Scale Up the Student Research Symposium $4,000 2015/16 Priority. The activities listed here will support a robust second year experience for City College Students. EYE Activities (Summit, Parent Experience, convocation/pinning, college visits, experiential learning) Support activities(hs Summit, Rituals, MSI Transfer initiatives) $20,000 Connect to Complete is the continuation of an initiative from the 14-15 year. The activities listed here will support a robust second year experience for City College Students. $22,000 Activities that will engage the students. Other - Equity Initiatives *Allocations subject to change Direct Services to Students $267,291 Direct Services to Students Student Activities $200,000 Activities that will engage the students Total $1,835,487 12

Executive Summary Contact Person/Student Equity Coordinator Jeanie M. Tyler Student Equity Coordinator San Diego City College 1313 Park Blvd San Diego, CA 92101 E-mail: jtyler@sdccd.edu Phone: (619) 388-3414 13

Planning Committee & Collaboration Planning Committee and Collaboration Equity planning has formally existed at San Diego City College since 1993. With funding from the State of California in 2014, efforts to enhance and integrate equity planning on campus were driven by a prescribed methodology of linking institutional research data to equity indicators in an attempt to close achievement gaps for students that are disproportionately impacted. In October 2014, San Diego City College submitted an equity plan to the State Chancellor s Office that was a result of shared governance work culminating in a plan that would address achievement gaps at San Diego City College. At San Diego City College, the decision-making process is in concert with the recognition of the Board of Governors of the California Community Colleges and the Board of Trustees of the San Diego Community College District (Policy BP 2510) that all appropriate parties participate collectively in college/district governance in accordance with AB 1725, and Title 53200-53206 and 51024-51025. In that spirit, City College has convened two committees that address equity and equity-related issues: 1) the Student Equity Workgroup and 2) the Student Success Initiatives Committee (SSIC). The SSIC was brought together in January 2015. The primary purpose of the committee is to support and lead innovative campus initiatives in order to strengthen student access, success, and equity. The SSIC makes recommendations to the President s Council regarding student success and equity initiatives, including those outlined in the Student Success and Support Program (SSSP) Plan, the Student Equity Plan, Basic Skills Initiative, the Developing Hispanic-Service Institutions (DHSI) Program Title V Grant, and other student success initiatives. The SSIC provides a platform for collaboration and communication across City College that will result in the integration of student success and equity efforts campus-wide. Please see Attachments for the full committee charge and composition. The Student Equity Workgroup was brought together in February 2015. The Student Equity Workgroup reports directly to the Student Success Initiatives Committee (SSIC). The primary purpose of the workgroup is to support and lead innovative campus initiatives in order to strengthen student access, success, and equity. The workgroup makes recommendations to the SSIC regarding student success and equity initiatives, including those outlined in the Student Equity Plan. The workgroup provides a platform for collaboration and communication across City College resulting in the integration of campus-wide equity efforts. Please see Attachments for the full committee charge and composition. With representation from all campus constituencies, the Student Equity Workgroup and the SSIC worked diligently over Spring 2015, Summer 2015, and Fall 2015 to review and analyze data, develop priorities and activities that will address achievement gaps, and generate a Student Equity Plan for the entire campus community. Great efforts have been made to ensure the campus culture is one of equity mindedness. In Fall 2015, there was a campus Flex session on Equity and SSSP that detailed the functions and parameters of each. The Fall 2015 Convocation had a presentation dedicated to the subject of equity. The following chart is a list of participants of the Student Equity Workgroup and SSIC. Moreover, it is a comprehensive list of those directly involved in the 2015 Equity Plan. 14

Student Equity Plan Committee Membership List Student Equity Plan Committee Membership List Organization(s), Program(s) or Role(s) Member Name Title Represented Aileen Gum Professor, English Faculty; Co-Chair, Student Equity Workgroup Andrei Lucas Student Services Technician, Veterans Student Services, Classified Affairs Office Bernice Lorenzo Dean, Student Development Student Services, Administration Beverly Warren Director, EOPS/CARE Student Services, Administration Carlos de la Lama Professor, Mathematics Faculty, instruction Chris Baron Professor, English Faculty, instruction, English Center Coordinator Deanna Shelton Professor, Communications Faculty, instruction Desiree VanSaanen Senior Secretary, Student Services Student Services, classified Denise Whisenhunt Vice President, Student Services Student Services, administration Dottie Cordell Director, Student Health Services Student Services, Faculty Jan Jarrell Professor, ESOL Faculty, instruction Jeanie M. Tyler Associate Dean, Student Success & Equity Student Services, administration Jesse Garber Research Associate Office of Institutional research, classified Lance Soukhaseum Director, Tutorial Services Faculty, instruction, director of tutorial services Laura Benavidez President, ASG ASG, student Marilyn Harvey Director, Transfer and Career Services Student Services, supervisor Center Megan Soto Supervisor, Admissions and Records Student Services, supervisor Melissa Leyva Senator, ASG ASG, student Minou Spradley Instructional Dean Instruction, administration Paul Young Professor, Mathematics Faculty, instruction, supplemental instruction coordinator Renee Kilmer Vice President, Instruction Instruction, administration Robbie Ewell Dean, Information and Learning Instruction, administration Technology Sarah Collier Campus-based Research Institutional Research, supervisor 15

Campus-Based Research: Access Access A. ACCESS. The percentage of each population group that is enrolled compared to that group s representation in the adult population within the community served. Campus-Based Research Overview This section examines student access at San Diego City College (SDCC) by comparing the percentage of student population groups, enrolled in Fall 2014, to the percentage of comparable adult populations within the community served. First, students who live in the City College service area are compared to the adult population within the same area. Next, students who reside in the San Diego Community College District (SDCCD) service area are compared to the adult population within the SDCCD service area. Disproportionate student access is identified by disaggregating the City College student comparison groups by gender, age, ethnicity, disability (DSPS) status, economic disadvantage status, foster youth, and veteran status and examining the percentage point gap. SUMMARY OF FINDINGS Access by Gender In Fall 2014, the headcount for female students residing within the City College service area was greater than their male counterparts (54% and 46%). When compared to the surrounding adult community in the City College service area, the male subgroup had five percent lower representation within the City College student population than the City College service area (see Table 1.1). Female students living within the District service area were also overrepresented when compared to the general adult population (53% and 50%; see Table 1.7). Impact Factors on Access by Gender. In addition to national trends of increased female representation in higher education, program offerings could be a major factor that contributes to an overrepresentation of female and underrepresentation of male students. Program offerings include fields that traditionally attract more female students, such as SDCC s School of Nursing and program in Cosmetology. Access by Ethnicity Students who live within the City College service area and identify as Latino, African American, or More than one Race have a higher representation than the adult population in the same service area (10%, 4%, and 1% difference). In contrast, White and Filipino populations had lower representations in the same service area (15% and 3% difference; see Table 1.2). Similar trends emerged for students residing within the SDCCD service area when compared to the adult population in the District service area. While Latino and African American students were overrepresented (15% and 7% difference), White, Filipino, and Asian students were underrepresented in the City College student population when compared to the adult population in the same SDCCD service area (25%, 3% and 2% difference; see Table 1.8). Impact Factors on Access by Ethnicity. The College s designation as a Hispanic Serving Institute may in part contribute to attracting higher proportion of Latino students from the service areas. 16

Campus-Based Research: Access Access by Age While students ages 18 to 24 that live in the City College service area were overrepresented by 42%, students under 18 and 50 & over were underrepresented compared to the adult population in the same service area (21% and 20%; see Table 1.3). Similar trends emerged for students residing within the SDCCD service area when compared to the adult population in the same service area. The age group 18-24 had a 40% higher representation; whereas, the age groups Under 18 and 50 and older showed lower representations (20% and 23%; see Table 1.9). Impact Factors on Access by Age. The trends are aligned with the College s mission statement and parallel the diversified needs of the adult population in the College and District service areas. Access by DSPS, Economically Disadvantaged, Foster Youth, and Veteran Statuses City College DSPS students had a lower representation in the student population than in the adult population in the College service area and the District service area (3% and 2%; see Tables 1.4 and 1.10). City College students who are economically disadvantaged are significantly over-represented in the College s general student population compared to the adult population in the surrounding community (63% for the College and District service areas; see Tables 1.5 and 1.11). Due to the lack of data in the surrounding adult community, no comparison is available for foster youth students. Veteran students displayed 3% lower representation for the College service area and 4% lower representation for the District service area (see Tables 1.6 and 1.12). Impact Factors on Access by Other Status. The trends may result from the College s mission statement and the needs of the adult population living in the College and District service areas. Data collection and availability may also reduce the quality of the comparison of student characteristics to those in the surrounding community. In particular, it is believed that some students who could be designated as DSPS students have not been identified within the student body. 17

Campus-Based Research: Access Table 1.1. Fall 2014 Headcount & 2013 City College Service Area Demographic Comparison by Gender Fall 2014 Headcount City College Service Area Adult Population Difference Female 54% 50% 5% Male 46% 50% -5% Table 1.2. Fall 2014 Headcount & 2013 City College Service Area Demographic Comparison by Ethnicity Fall 2014 Headcount City College Service Area Adult Population Difference African American 15% 11% 4% American Indian 0% 0% 0% As ian 6% 6% 0% Filipino 2% 6% -3% Latino 49% 39% 10% Pacific Islander 0% 0% 0% White 19% 34% -15% Other Race 0% 0% 0% More than one Race 4% 3% 1% Note. Categories are reported to match 2013 American Community Survey estimates. Table 1.3. Fall 2014 Headcount & 2013 City College Service Area Demographic Comparison by Age Fall 2014 Headcount City College Service Area Adult Population Difference Under 18 1% 23% -21% 18-24 54% 11% 42% 25-29 19% 9% 9% 30-39 15% 17% -3% 40-49 6% 13% -7% 50 & > 6% 26% -20% Sources: 2008-2012 American Community Survey; SDCCD Information System 18

Campus-Based Research: Access Table 1.4. Fall 2014 Headcount & 2013 City College Service Area Demographic Comparison by DSPS Status Fall 2014 Headcount City College Service Area Adult Population Difference DSPS 4% 7% -3% Not DSPS 96% 93% 3% Note. Students ages 18 to 64 who enrolled in a credit DSPS course or received DSPS services at SDCCD in Fall 2014 classified as DSPS. Table 1.5. Fall 2013 Headcount & 2013 City College Service Area Demographic Comparison by Economically Disadvantaged Status City College Service Fall 2013 Headcount Difference Area Adult Population Economically Disadvantaged 83% 19% 63% Not Economically Disadvantaged 17% 81% -63% Note 1. Students ages 18 & over who self-identified as a recipient of CalWORKs/TANF/AFDC, SSI, general assistance, or who were eligible under the guidelines provided in the "California State Plan for Vocational & Technical Education" (VTEA indicator), or those who received a BOG waiver, are considered Economically Disadvantaged. Note that Fall 2013 is the most recent cohort available for comparison. Note 2. Economically Disadvantaged is defined in the community as people age 18 & over at or below the federal poverty line. Table 1.6. Fall 2014 Headcount & 2013 City College Service Area Demographic Comparison by Veteran Status Fall 2014 Headcount City College Service Area Adult Population Difference Veteran 6% 9% -3% Not Veteran 94% 91% 3% Note. Students age 18 & over who identified themselves as veterans are classified as Veteran. Students who identified as active duty but not veteran are excluded. Sources: 2008-2012 American Community Survey; SDCCD Information System 19

Campus-Based Research: Access Table 1.7. Fall 2014 Headcount & 2013 District Service Area Demographic Comparison by Gender Fall 2014 Headcount District Service Area Adult Population Difference Female 53% 50% 3% Male 47% 50% -3% Table 1.8. Fall 2014 Headcount & 2013 District Service Area Demographic Comparison by Ethnicity Fall 2014 Headcount District Service Area Adult Population Difference African American 14% 6% 7% American Indian 0% 0% 0% As ian 8% 10% -2% Filipino 3% 6% -3% Latino 44% 29% 15% Pacific Islander 0% 0% 0% White 24% 44% -21% Other Race 0% 0% 0% More than one Race 4% 3% 1% Note. Categories are reported to match 2013 American Community Survey estimates. Table 1.9. Fall 2014 Headcount & 2013 District Service Area Demographic Comparison by Age Fall 2014 Headcount District Service Area Adult Population Difference Under 18 1% 21% -20% 18-24 51% 11% 40% 25-29 20% 9% 11% 30-39 16% 16% -1% 40-49 6% 13% -7% 50 & > 6% 29% -23% Sources: 2008-2012 American Community Survey; SDCCD Information System 20

Campus-Based Research: Access Table 1.10. Fall 2014 Headcount & 2013 District Service Area Demographic Comparison by DSPS Status Fall 2014 Headcount District Service Area Adult Population Difference DSPS 4% 6% -2% Not DSPS 96% 94% 2% Note. Students ages 18 to 64 who enrolled in a credit DSPS course or received DSPS services at SDCCD in Fall 2014 classified as DSPS. Table 1.11. Fall 2013 Headcount & 2013 District Service Area Demographic Comparison by Economically Disadvantaged Status District Service Area Fall 2013 Headcount Difference Adult Population Economically Disadvantaged 77% 15% 63% Not Economically Disadvantaged 23% 85% -63% Note 1. Students ages 18 & over who self-identified as a recipient of CalWORKs/TANF/AFDC, SSI, general assistance, or who were eligible under the guidelines provided in the "California State Plan for Vocational & Technical Education" (VTEA indicator), or those who received a BOG waiver, are considered Economically Disadvantaged. Note that Fall 2013 is the most recent cohort available for comparison. Note 2. Economically Disadvantaged is defined in the community as people age 18 & over at or below the federal poverty line. Table 1.12. Fall 2014 Headcount & 2013 District Service Area Demographic Comparison by Veteran Status Fall 2014 Headcount District Service Area Adult Population Difference Veteran 6% 10% -4% Not Veteran 94% 90% 4% Note. Students age 18 & over who identified themselves as veterans are classified as Veteran. Students who identified as active duty but not veteran are excluded. Sources: 2008-2012 American Community Survey; SDCCD Information System 21

Goals, Activities, Funding and Evaluation Goal A Goals, Activities, Funding & Evaluation: Access The goal is to improve access for the following target populations identified in the college research section as experiencing a disproportionate impact. Target Population(s) City College Service Area Current Gap SDCCD Service Area Male 5% 3% Reduce college service area gap by 2.0% 2019 DSPS 3% 2% Eliminate the college service area gap 2019 Veteran 3% 4% Reduce college service area gap by 2.0% 2019 Goal Goal Year Activities: A. Access A.1 Activity Types: Outreach, Professional Development, Student Equity Coordination/Planning, Research and Evaluation Target Student Group and Goal: Male students; male representation in the student population will increase by 2.0% for the City College service area by 2019. Activity Implementation Plan Activity A.1: Increase outreach for males in the City College service area through increased and improved outreach and professional development activities. Expand the number of male students enrolling at City College. Increase outreach for males in feeder high schools to include presentations and programs focused on males of color currently attending City College. Outreach presentations will include information on financial strategies so males are aware of feasibility of attending college. Professional development activities will be provided to all faculty and staff to ensure they are aware of the needs of males entering college. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Effective outreach to potential male students and professional development for faculty and staff to inform their interactions with entering male students will decrease the equity gap. 22

A.2 Goals, Activities, Funding & Evaluation: Access Evaluation Surveys of outreach presentation attendees and of professional development participants will assess the effectiveness of specific events. Percentage point gap will be reviewed annually with updated student and community demographic information. Activity Types: Student Equity Coordination/Planning, Research and Evaluation Target Student Group and Goal: DSPS students; DSPS student representation in the student population will increase by 3% for the City College service area by 2019. Activity Implementation Plan Activity A.2: Improve the identification of DSPS students at City College: Hire a Learning Disabilities specialist so that students may be tested on campus and evaluated for needed accommodations. Purchase the necessary software and software license to provide learning disability testing on campus. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X A.3 Link to Goal Effective identification of additional DSPS students already attending City College with in-house evaluations will decrease the equity gap. Evaluation Percentage point gap will be reviewed annually with updated student and community demographic information. Activity Types: Outreach, Professional Development, Student Equity Coordination/Planning, Research and Evaluation Target Student Group and Goal: Veteran students; Veteran student representation in the student population will increase by 3% for the City College service area by 2019. 23

Activity Implementation Plan Goals, Activities, Funding & Evaluation: Access Activity A.3: Increase community relationships with groups serving veterans and improve customer service for veteran services at City College: Develop relationships with veteran organizations, veteran hospitals, and veteran service centers to provide information on college and use of GI Bill to attend. Provide professional development activities for outreach and enrollment services personnel who serve the veteran populations, to increase the understanding of the needs of veteran students. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Effective outreach to veteran organizations will attract additional applicants to City College. Effective customer service will improve the application and registration experience to retain more veterans through the process. Evaluation Percentage point gap will be reviewed annually with updated student and community demographic information. 24

Campus-Based Research: Course Completion Course Completion B. COURSE COMPLETION. Compare the number of credit courses that students complete to the number of courses that students are enrolled in as of the census day of the term. Campus-Based Research Overview This section of the report examines success for the fall and spring terms of the five most recent years for which data are available: Fall 2010 through Spring 2015. The five-year averages for success are each disaggregated by gender, ethnicity, disability (DSPS) status, economic disadvantage status, foster youth status, probation/disqualification status, and veteran/active duty military status. OPERATIONAL DEFINITIONS: Success rates are the percentage of students who successfully complete a course out of the total course enrollments. The success rate is calculated by dividing the number of students who received grade notations A, B, C, or P by the total number of valid enrollments as of official census. SUMMARY OF FINDINGS Overall Success Rate Between 2010/11 and 2014/15, City College/ECC displayed an average annual success rate of 66% and experienced an increase of three percent (see Table 2.3.1). Success by Gender When the five-year average for success is disaggregated by gender, female and male students had comparable success rates between 2010/11 and 2014/15 (66% each). Female and male students each witnessed a three percent increase over the past five years (see Table 2.3.2). Applying the 80% Rule, there were no disparities among gender groups (see Table 2.1.1). The Gap Analysis methodology did not reveal any significant disparities (see Table 2.2.1). Success by Ethnicity Asian students displayed the highest average success rates (76% each), followed by White and Filipino students (74% and 72%). African American students had the lowest average success rate (59%; see Table 2.3.3). The 80-percent index revealed that that there was inequity for African American students (77%; see Table 2.1.2). In addition to African American students, the Gap Analysis methodology also identifies inequity in the Latino student population s success rate. While the African American success rate of 59% equates to 3,875 lost successes, the larger Latino population s success rate of 63% equates to 5,674 lost successes (see Table 2.2.2). 25

Campus-Based Research: Course Completion Success by Age When disaggregated by age, the subgroup Under 18 demonstrated the highest success rate (84%) and the subgroup 18-24 had the lowest success rate (63%). The other subgroups had comparable success rates between 69% and 71% (see Table 2.3.4). Using the subgroup Under 18 as the reference group, the 80-percent index revealed that the 18-24 subgroup experienced disproportional impact (see Table 2.1.3). The Gap Analysis methodology also highlighted the disproportionate impact experienced by the 18-24 subgroup; their 63% success rate equates to 7,056 successes lost (see Table 2.2.3). Impact Factors on Success by Age. The subgroup 18-24 may be high school graduates that lack college experience and study skills. In addition, they may not have established strong self-efficacy upon beginning their college-level studies. Success by Student DSPS, Economically Disadvantaged, Foster Youth, Probation/Disqualification, and Veteran/Active Duty Military Statuses The average successful course completion rate was 66% for DSPS students, 64% for economically disadvantaged students, 60% for foster youth students, and 71% for veteran/active duty military students. The non-cohort success rates were 66% for non-dsps students, 72% for non-economically disadvantaged students, 66% for non-foster youth students, and 65% for non-veteran/active duty military students (see Tables 2.3.5 2.3.9). The 80-percent index revealed no disparities for these student subpopulations (see Tables 2.1.4 2.1.8). The Gap Analysis methodology revealed that even though economically disadvantaged students performed only 1.9% below their counterparts, the 64% success rate equates to 4,748 successes lost (see Table 2.2.5). The Gap Analysis methodology also highlighted the disparity experienced by foster youth students, whose average success rate of 60% equates to 692 successes lost. Students on academic/progress disqualification or probation performed at significantly lower rates than their counterparts (20%, 33%, and 74%; see Table 2.3.8). 26

Campus-Based Research: Course Completion Table 2.1.1. Successful Course Completion Rates by Gender Gender Total Enrollments Female 214,078 54% 66% 100% Male 184,386 46% 66% 99% Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Successful Course Completion Rate 80-Percent Index Table 2.1.2. Successful Course Completion Rates by Ethnicity Ethnicity Total Enrollments African American 53,438 13% 59% 77% American Indian 1,833 0% 66% 87% As ian 19,906 5% 76% 100% Filipino 11,799 3% 72% 96% Latino 191,638 48% 63% 83% Pacific Islander 2,005 1% 63% 83% White 86,923 22% 74% 97% Other race 4,134 4% 70% 92% More than one race 14,615 1% 65% 85% Unreported 12,214 3% 66% 87% Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Successful Course Completion Rate 80-Percent Index Table 2.1.3. Successful Course Completion Rates by Age Total Age Enrollments Under 18 2,966 1% 84% 100% 18-24 223,690 56% 63% 75% 25-29 69,637 17% 69% 82% 30-39 56,062 14% 71% 85% 40-49 25,972 7% 70% 83% 50 and > 20,175 5% 69% 82% Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Successful Course Completion Rate 80-Percent Index Source: SDCCD Information System 27

Campus-Based Research: Course Completion Table 2.1.4. Successful Course Completion Rates by DSPS Status DSPS Total Enrollments Successful Course Completion Rate DSPS 16,738 4% 66% 100% Not DSPS 381,767 96% 66% 100% Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. 80-Percent Index Table 2.1.5. Successful Course Completion Rates by Economically Disadvantaged Status Economically Disadvantaged Total Enrollments Successful Course Completion Rate Economically Disadvantaged 252,282 78% 64% 88% Not Economically Disadvantaged 69,812 22% 72% 100% Cohorts: 2010/11, 2011/12, 2012/13, & 2013/14. 80-Percent Index Table 2.1.6. Successful Course Completion Rates by Foster Youth Status Foster Youth Total Enrollments Successful Course Completion Rate Foster Youth 11,106 3% 60% 90% Not Foster Youth 387,399 97% 66% 100% Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. 80-Percent Index Table 2.1.7. Successful Course Completion Rates by Probation/Disqualification Status Probation/Disqualification Total Enrollments Successful Course Completion Rate Academic/Progress Disqualification 19,591 5% 20% 27% Academic/Progress Probation 53,862 14% 33% 45% Not Probation/Disqualification 325,052 82% 74% 100% Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. 80-Percent Index Table 2.1.8. Successful Course Completion Rates by Veteran/Active Duty Military Status Veteran/Active Duty Military Total Enrollments Successful Course Completion Rate Veteran/Active Duty Military 37,495 9% 71% 100% Not Veteran/Active Duty Military 361,010 91% 65% 92% Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. 80-Percent Index Source: SDCCD Information System 28

Campus-Based Research: Course Completion Table 2.2.1. Successful Course Completion Rates by Gender Gender Total Enrollments Successful Course Completion Rate College Average Difference Female 214,078 54% 66% 66% 0.2% 497 Male 184,386 46% 66% 66% -0.3% -506 Unreported 36 0% 88% 66% 22.0% 9 Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Success Counts Lost Table 2.2.2. Successful Course Completion Rates by Ethnicity Ethnicity Total Enrollments Successful Course Completion Rate College Average Difference Success Counts Lost African American 53,438 13% 59% 66% -7.3% -3,875 American Indian 1,833 0% 66% 66% 0.4% 7 As ian 19,906 5% 76% 66% 9.9% 1,974 Filipino 11,799 3% 72% 66% 6.6% 783 Latino 191,638 48% 63% 66% -3.0% -5,674 Pacific Islander 2,005 1% 63% 66% -2.6% -53 White 86,923 22% 74% 66% 7.8% 6,805 Other race 4,134 4% 70% 66% 4.2% 172 More than one race 14,615 1% 65% 66% -1.2% -169 Unreported 12,214 3% 66% 66% 0.2% 29 Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Table 2.2.3. Successful Course Completion Rates by Age Age Total Enrollments Successful Course Completion Rate College Average Difference Success Counts Lost Under 18 2,966 1% 84% 66% 17.9% 532 18-24 223,690 56% 63% 66% -3.2% -7,056 25-29 69,637 17% 69% 66% 2.9% 2,040 30-39 56,062 14% 71% 66% 5.0% 2,794 40-49 25,972 7% 70% 66% 4.0% 1,037 50 and > 20,175 5% 69% 66% 3.2% 653 Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Source: SDCCD Information System 29

Campus-Based Research: Course Completion Table 2.2.4. Successful Course Completion Rates by DSPS Status DSPS Total Enrollments Successful Course Completion Rate College Average Difference DSPS 16,738 4% 66% 66% 0.1% 23 Not DSPS 381,767 96% 66% 66% 0.0% -23 Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Success Counts Lost Table 2.2.5. Successful Course Completion Rates by Economically Disadvantaged Status Economically Disadvantaged Total Enrollments Successful Course Completion Rate College Average Difference Success Counts Lost Economically Disadvantaged 252,282 78% 64% 66% -1.9% -4,748 Not Economically Disadvantaged 69,812 22% 72% 66% 6.8% 4,748 Cohorts: 2010/11, 2011/12, 2012/13 & 2013/14. Table 2.2.6. Successful Course Completion Rates by Foster Youth Status Foster Youth Total Enrollments Successful Course Completion Rate College Average Difference Foster Youth 11,106 3% 60% 66% -6.2% -692 Not Foster Youth 387,399 97% 66% 66% 0.2% 692 Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Success Counts Lost Table 2.2.7. Successful Course Completion Rates by Probation/Disqualification Status Probation/Disqualification Total Enrollments Successful Course Completion Rate College Average Difference Success Counts Lost Academic/Progress Disqualification 19,591 5% 20% 66% -46.1% -9,029 Academic/Progress Probation 53,862 14% 33% 66% -32.8% -17,675 Not Probation/Disqualification 325,052 82% 74% 66% 8.2% 26,704 Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Table 2.2.8. Successful Course Completion Rates by Veteran/Active Duty Military Status Veteran/Active Duty Military Total Enrollments Successful Course Completion Rate College Average Difference Success Counts Lost Veteran/Active Duty Military 37,495 9% 71% 66% 5.5% 2,055 Not Veteran/Active Duty Military 361,010 91% 65% 66% -0.6% -2,055 Cohorts: 2010/11, 2011/12, 2012/13, 2013/14 & 2014/15. Source: SDCCD Information System 30

Campus-Based Research: Course Completion Table 2.3.1. City College Successful Course Completion Rates by Academic Year Enrollments Success Rate 2010/11 85,757 63% 2011/12 81,458 65% 2012/13 77,666 67% 2013/14 77,213 68% 2014/15 76,411 67% Total/Average 398,505 66% Table 2.3.2. City College Successful Course Completion Rates by Gender 2010/11 2011/12 2012/13 2013/14 2014/15 5- Year Average Female 63% 64% 68% 68% 68% 66% Male 64% 65% 65% 67% 67% 66% Unreported 100% 92% 93% 57% --- 88% Table 2.3.3. City College Successful Course Completion Rates by Ethnicity 2010/11 2011/12 2012/13 2013/14 2014/15 5- Year Average African American 54% 56% 61% 62% 63% 59% American Indian 66% 64% 70% 62% 68% 66% As ian 72% 73% 76% 79% 79% 76% Filipino 70% 69% 74% 76% 74% 72% Latino 60% 62% 63% 65% 64% 63% Pacific Islander 65% 61% 60% 63% 67% 63% White 72% 73% 74% 75% 75% 74% Other race 68% 71% 74% 71% 67% 70% More than one race 64% 62% 69% 65% 63% 65% Unreported 65% 67% 69% 65% 64% 66% Table 2.3.4. City College Successful Course Completion Rates by Age 2010/11 2011/12 2012/13 2013/14 2014/15 5- Year Average Under 18 79% 85% 86% 85% 85% 84% 18-24 60% 62% 63% 65% 64% 63% 25-29 67% 67% 70% 71% 70% 69% 30-39 69% 68% 72% 73% 72% 71% 40-49 66% 69% 71% 71% 74% 70% 50 and > 69% 69% 71% 68% 69% 69% Unreported --- 67% --- --- --- 67% Source: SDCCD Information System 31

Campus-Based Research: Course Completion Table 2.3.5. City College Successful Course Completion Rates by DSPS Status 2010/11 2011/12 2012/13 2013/14 2014/15 5- Year Average DSPS 63% 63% 68% 68% 68% 66% Not DSPS 63% 65% 67% 68% 67% 66% Table 2.3.6. City College Successful Course Completion Rates by Economically Disadvantaged Status 2010/11 2011/12 2012/13 2013/14 2014/15 4- Year Average Economically Disadvantaged 61% 62% 65% 66% --- 64% Not Economically Disadvantaged 71% 72% 73% 74% --- 72% Note. Data are not available for 2014/15 cohort formation for economically disadvantaged students. Table 2.3.7. City College Successful Course Completion Rates by Foster Youth Status 2010/11 2011/12 2012/13 2013/14 2014/15 5- Year Average Foster 52% 58% 60% 62% 64% 60% Not Foster 64% 65% 67% 68% 67% 66% Table 2.3.8. City College Successful Course Completion Rates by Probation/Disqualification Status 2010/11 2011/12 2012/13 2013/14 2014/15 5- Year Average Academic/Progress Disqualification 20% 19% 20% 20% 21% 20% Academic/Progress Probation 32% 32% 33% 34% 34% 33% Not Probation/Disqualification 73% 73% 75% 75% 75% 74% Table 2.3.9. City College Successful Course Completion Rates by Veteran/Active Duty Military Status 2010/11 2011/12 2012/13 2013/14 2014/15 5- Year Average Active Military or Veteran 70% 71% 72% 72% 72% 71% Not Active Military or Veteran 63% 64% 66% 67% 67% 65% Source: SDCCD Information System 32

Goals, Activities, Funding & Evaluation: Goal B Goals, Activities, Funding & Evaluation: Course Completion The goal is to improve successful course completion rates for the following target populations identified in the college research section as experiencing a disproportionate impact. Gap Analysis Target Population(s) 80% Index Completions Difference Counts Lost Goal Goal Year to reach goal African American 77% -7.3% 3,875-3.0% 2019-2,298 Latino 83% -3.0% 5,674-1.5% 2019-2,875 18-24 75% -3.2% 7,056-2.0% 2019-2,684 Economically Disadvantaged 88% -1.9% 4,748-0.9% 2019-2,523 Foster Youth 90% -6.2% 692-2.2% 2019-444 Activities: B. Course Completion B.1 Activity Types: Curriculum/Course Development or Adaptation, Professional Development, Instructional Support Activities, Student Services or other Categorical Program, Research and Evaluation Target Student Group and Goal: African American; decrease the percentage point gap from 7.3% to 3.0%. An additional 2,298 successful completions across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity B.1: Improve the African American student successful course completion rate through the implementation of professional development activities and supplemental instruction in high attrition courses: Provide professional development activities such as Teaching Men of Color certification, as well as workshops on student engagement. Provide supplemental instruction for classes including English, math, and gatekeeper biology courses in order to increase the completion rate for African American students. Provide targeted programming and students services support for African American students to encourage course completion. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X 33

Goals, Activities, Funding & Evaluation: Course Completion Link to Goal Professional development activities relating to culturally relevant teaching have been valuable to the participants; providing additional funds will increase the availability of offerings and assist in closing the achievement gap. Supplemental instruction has helped students successfully complete courses with high attrition, additional funding will expand the program s impact and help close achievement gaps. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the supplemental instruction program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. B.2 Activity Types: Curriculum/Course Development or Adaptation, Professional Development, Instructional Support Activities, Student Services or other Categorical Program, Research and Evaluation Target Student Group and Goal: Latino; decrease the percentage point gap from 3.0% to 1.5%. An additional 2,875 successful completions across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity B.2: Improve the Latino student successful course completion rate through the implementation of professional development activities and supplemental instruction in high attrition courses: Provide professional development activities such as Teaching Men of Color certification, as well as workshops on student engagement and cultural competencies. Provide supplemental instruction for English, math, and gatekeeper biology courses in order to increase the completion rate for Latino students. Provide targeted programming and student services support for Latino students to encourage course completion. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Professional development activities relating to culturally relevant teaching have been valuable to the participants; providing additional funds will increase the availability of offerings and assist in closing the achievement gap. Supplemental instruction has helped students successfully complete courses with high attrition, additional funding will expand the program s impact and help close achievement gaps. 34

Goals, Activities, Funding & Evaluation: Course Completion Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the supplemental instruction program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. B.3 Activity Types: Curriculum/Course Development or Adaptation, Professional Development, Instructional Support Activities, Research and Evaluation Target Student Group and Goal: 18-24; decrease the percentage point gap from 3.2% to 2.0%. An additional 2,684 successful completions across the four cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity B.3: Improve the 18-24 student successful course completion rate through the implementation of professional development activities and supplemental instruction in high attrition courses: Provide professional development activities such as Teaching Men of Color certification, as well as workshops on student engagement and cultural competencies. Provide supplemental instruction for English, math, and gatekeeper biology courses in order to increase the completion rate for students of age 18-24. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Professional development activities relating to culturally relevant teaching have been valuable to the participants; providing additional funds will increase the availability of offerings and assist in closing the achievement gap. Supplemental instruction has helped students successfully complete courses with high attrition, additional funding will expand the program s impact and help close achievement gaps. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the supplemental instruction program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. B.4 Activity Types: Curriculum/Course Development or Adaptation, Professional Development, Instructional Support Activities, Research and Evaluation 35

Goals, Activities, Funding & Evaluation: Course Completion Target Student Group and Goal: Economically disadvantaged; decrease the percentage point gap from 1.9% to 0.9%. An additional 2,523 successful completions across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity B.4: Improve the economically disadvantaged student successful course completion rate through the implementation of professional development activities and supplemental instruction in high attrition courses: Provide professional development activities such as Teaching Men of Color certification, as well as workshops on student engagement and cultural competencies. Provide economically disadvantaged students with informational workshops on financial strategies and scholarship opportunities. Provide supplemental instruction for English, math, and gatekeeper biology courses in order to increase the completion rate for African American students. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Professional development activities relating to culturally relevant teaching have been valuable to the participants; providing additional funds will increase the availability of offerings and assist in closing the achievement gap. Supplemental instruction has helped students successfully complete courses with high attrition, additional funding will expand the program s impact and help close achievement gaps. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the supplemental instruction program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. B.5 Activity Types: Curriculum/Course Development or Adaptation, Professional Development, Instructional Support Activities, Student Services or other Categorical Program, Research and Evaluation Target Student Group and Goal: Foster youth; decrease the percentage point gap from 6.2% to 2.2%. An additional 444 successful completions across the five cohorts would eliminate the disproportionate impact. 36

Goals, Activities, Funding & Evaluation: Course Completion Activity Implementation Plan Activity B.5: Improve the foster youth student successful course completion rate through the implementation of professional development activities and supplemental instruction in high attrition courses: Provide professional development activities workshops on the foster youth population, student engagement, and cultural competencies. Provide supplemental instruction for English, math, and gatekeeper biology courses in order to increase the completion rate for foster youth. Fund a 60% counselor/coordinator for the foster youth population. Fund three peer mentors to keep foster youth students engaged and committed. Provide foster youth students with a student retreat and/or end-of-year activity so that there is cohesion, inclusion, and engagement for the foster youth population. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Professional development activities relating to culturally relevant teaching have been valuable to the participants; providing additional funds will increase the availability of offerings and assist in closing the achievement gap. Supplemental instruction has helped students successfully complete courses with high attrition, additional funding will expand the program s impact and help close achievement gaps. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the supplemental instruction program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. 37

Campus-Based Research: ESL & Basic Skills Completion ESL and Basic Skills Completion C. ESL AND BASIC SKILLS COMPLETION. Compare the percentage of students, by population group, who complete a degree-applicable course, after having completed the final ESL or basic skills course, to percentage of those students who complete a final course. Campus-Based Research This section of the report examines the subsequent enrollment and successful course completion for students who had enrolled in the highest levels of ESOL and Basic Skills English or math. Additionally, this section examines the disproportionality of successful course completion rates to determine whether there were inequities in achievement among student gender, age, ethnicity, disability (DSPS) status, economic disadvantage status, foster youth status, probation/disqualification status, and veteran/active duty military status. OPERATIONAL DEFINITIONS: English Cohort: The number of students that successfully completed (received an A, B, C, or P) the English 048/049 series within two years, with the second or both of the English 48/49 class(es) completed in a fall term. Subsequent Enrollment Rate: The percentage of cohort students that subsequently enrolled in English 101 or 105 at the City College within six terms of successfully completing the English 048/049 series. Subsequent Success Rate: The percentage of cohort students that subsequently enrolled in English 101 or 105 at the City College within six terms of successfully completing the English 048/049 series and successfully completed course. Students who repeated English 101 or 105 within the six term parameter are included in the numerator for determining subsequent success. ESOL Cohort: The number of students that successfully completed (received an A, B, C, or P) ESOL 040 in a fall term between 2006 and 2010. Subsequent Enrollment Rate: The percentage of fall term students that successfully completed ESOL 40 for basic skills level eligibility, enrolled and completed in ENGL 048 or 049, and subsequently enrolled in ENGL 101 or 105 at the City College within nine terms. Subsequent Success Rate: The percentage of fall term students that successfully completed ESOL 40, then enrolled and completed ENGL 048 or 049, and subsequently enrolled in and successfully completed ENGL 101 or 105 at the City College within nine terms. Students who repeated ENGL101 or 105 within the nine term parameter are included in the numerator for determining subsequent success. Math Cohort: The number of students that successfully completed (received an A, B, C, or P) Math 046 in a fall term between 2007 and 2011. Subsequent Enrollment: The percentage of fall term students that successfully completed Math 046 and subsequently enrolled in Math 092 or 096 at the City College within six terms. Subsequent Success: The percentage of fall term students that successfully completed Math 046, then subsequently enrolled in and successfully completed Math 092 or 096 at the City College within six terms. Students who repeated Math 092 or 096 within the six term parameter are included in the numerator for determining subsequent success. 38

Campus-Based Research: ESL & Basic Skills Completion English SUMMARY OF FINDINGS Overview Subsequent enrollment and success in a college-level English course (English 101 or English 105) were examined for students who successfully completed the Basic Skills English 048/049 series within two years. On average, the majority of these cohorts (85%) subsequently enrolled in a college-level course within two years of completing the Basic Skills English course. The majority of those who subsequently enrolled in a college-level English course successfully completed the course (82%). The relatively high percentage of Basic Skills English students who subsequently enrolled in a college-level English course within two years implies that this course sequence/pathway is an effective retention strategy for Basic Skills students who are placed into English 048/049. English Completion by Gender When examining the successful course completion outcomes for equity, further disaggregation of the data showed that female and male students had comparable subsequent enrollment rates (85% and 84%); female students had a higher subsequent successful course completion rate (83% and 79%; see Table 3.3.2). No disproportionate impact was identified (see Table 3.1.1). The Gap Analysis methodology highlighted the 2.9% difference between female and male course completion, which equates to 10 success counts lost (see Table 3.2.1). English Completion by Ethnicity When examining subsequent enrollment and success rates by ethnic groups, Asian students demonstrated the lowest subsequent enrollment (72%) and American Indian students demonstrated the lowest subsequent successful course completion rate (68%) in English 101/105. While Asian students demonstrated the highest rate for subsequent success (90%), Latino students demonstrated the highest subsequent enrollment rate (87%; see Table 3.3.3). When applying the 80% Index for subsequent successful course completion rates, both American Indian students (67%) and White students (68%) were revealed to have experienced adverse impact, with indices lower than 80% (73% and 74%; see table 3.1.2). The Gap Analysis methodology highlighted the 2.9% difference that equates to 10 success counts lost (see Table 3.2.2). 39

Campus-Based Research: ESL & Basic Skills Completion Impact Factors on English Completion by Ethnicity. Factors that may impact inequities include adequate counseling services, sufficient Supplemental Instruction tutoring, scheduling and scheduling options (e.g., evening, weekend, summer, and accelerated classes), and inconvenient library operating hours. It should be noted that most of the students in the student groups demonstrating inequities are Economically Disadvantaged students. English Completion by Age Further disaggregation by age showed that the subgroup Under 18 had the highest subsequent enrollment rate in the college level courses, followed by the subgroup 50 & over (95%) and 18-24 (87%). In terms of the subsequent success rates, the subgroups 25-29 and 30-39 had the highest subsequent success rates (87%), followed by the subgroups 40-49 (84%) and Under 18 (83%; see table 3.3.4). The 80-percent index demonstrated that there was no disproportionate impact on any of the age subgroup (see Table 3.1.3). The Gap Analysis methodology highlighted the 6.6% difference for 50 & over students and the 1.3% difference for 18-24 students that equate to once and nine success counts lost (see Table 3.2.3). English Completion by DSPS, Economically Disadvantaged, Foster Youth, Probation/Disqualification, and Veteran/Active Duty Military Statuses When the subsequent enrollment rate and success rate were examined by DSPS, Economically Disadvantaged, Foster Youth, Probation/Disqualification, and Veteran/Active Duty Military status for equity, the sub-populations demonstrated various outcomes. DSPS: Averaging Fall 2008 through Fall 2012 cohorts, approximately 82% of those who successfully completed both English 048 and 049 subsequently enrolled in English 101/105. Of those who subsequently enrolled in English 101/105, the majority (81%) successfully completed English 101/105 (see Table 3.2.5). No disparities were observed when the 80% Rule and the Gap Analysis methodology were applied to the average subsequent success rate (see Tables 3.1.4 and 3.2.4). Economically Disadvantaged: Averaging Fall 2008 through Fall 2012 cohorts, approximately 86% of those who successfully completed both English 048 and 049 subsequently enrolled in English 101/105. Of those who subsequently enrolled in English 101/105, 81% successfully completed English 101/105 (see Table 3.3.6). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.5). The Gap Analysis methodology did not reveal any additional disparities (see Table 3.2.5). Foster Youth: Averaging Fall 2010 through Fall 2012 cohorts, approximately 77% of those who successfully completed both English 048 and 049 subsequently enrolled in English 101/105. Of those who subsequently enrolled in English 101/105, 74% successfully completed English 101/105. No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.6). The Gap Analysis methodology highlighted the 8.8% gap that accounted for two successes lost (see Table 3.2.6). 40

Campus-Based Research: ESL & Basic Skills Completion Probation/Disqualification: Students on academic/progress disqualification or probation subsequently enrolled in English 101/105 at significantly lower rates than their counterparts (43%, 75%, and 87%). Students on academic/progress disqualification or probation also subsequently succeeded in English 101/105 at lower rates than their counterparts (67%, 72%, and 82%; see Table 3.3.8). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.7). The Gap Analysis methodology highlighted the disproportionate impact of those on academic/progress probation and academic/progress disqualification, however, the academic/progress disqualification subgroup makes up less than 1% of the cohort and is therefore excluded from consideration (see Table 3.2.7). Veteran/Active Duty Military: Averaging Fall 2008 through Fall 2012 cohorts, approximately 81% of those who successfully completed both English 048 and 049 subsequently enrolled in English 101/105. Of those who subsequently enrolled in English 101/105, 93% successfully completed English 101/105 (see Table 3.3.9). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.8). The Gap Analysis methodology did not reveal any additional disparities (see Table 3.2.8). 41

Campus-Based Research: ESL & Basic Skills Completion Table 3.1.1. Subsequent Successful Course Completion Rate by Gender Gender Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 Female 567 63% 83% 100% Male 328 37% 79% 94% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.2. Subsequent Successful Course Completion Rate by Ethnicity Ethnicity Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 African American 112 13% 80% 90% American Indian 3 0% 67% 75% As ian 55 6% 89% 100% Filipino 21 2% 76% 85% Latino 569 64% 82% 92% Pacific Islander 6 1% 83% 93% White 60 7% 68% 77% Other race 35 4% 86% 96% More than one race 6 1% 83% 93% Unreported 28 3% 89% 100% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.3. Subsequent Successful Course Completion Rate by Age Age Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 Under 18 6 1% 83% 95% 18-24 673 75% 80% 92% 25-29 76 8% 87% 99% 30-39 95 11% 87% 100% 40-49 25 3% 84% 96% 50 and > 20 2% 75% 86% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Source: SDCCD Information System 42

Campus-Based Research: ESL & Basic Skills Completion Table 3.1.4. Subsequent Successful Course Completion Rate by DSPS Status DSPS Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 DSPS 27 3% 81% 100% Not DSPS 868 97% 82% 100% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.5. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status Economically Disadvantaged Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 Economically Disadvantaged 772 86% 81% 95% Not Economically Disadvantaged 123 14% 85% 100% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.6. Subsequent Successful Course Completion Rate by Foster Youth Status Foster Youth Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 Foster Youth 27 5% 74% 89% Not Foster Youth 529 95% 83% 100% Cohorts: Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.7. Subsequent Successful Course Completion Rate by Probation/Disqualification Status Probation/Disqualification Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 Academic/Progress Disqualification 12 1% 67% 81% Academic/Progress Probation 53 6% 72% 87% Not Probation/Disqualification 830 93% 82% 100% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.8. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status Veteran/Active Duty Military Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 Veteran/Active Duty Military 30 3% 93% 100% Not Veteran/Active Duty Military 865 97% 81% 87% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Source: SDCCD Information System 43

Campus-Based Research: ESL & Basic Skills Completion Table 3.2.1. Subsequent Successful Course Completion Rate by Gender Gender Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost Female 567 63% 83% 82% 1.7% 10 Male 328 37% 79% 82% -2.9% -10 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.2. Subsequent Successful Course Completion Rate by Ethnicity Ethnicity Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost African American 112 13% 80% 82% -1.2% -1 American Indian 3 0% 67% 82% -14.9% 0 As ian 55 6% 89% 82% 7.5% 4 Filipino 21 2% 76% 82% -5.4% -1 Latino 569 64% 82% 82% 0.5% 3 Pacific Islander 6 1% 83% 82% 1.8% 0 White 60 7% 68% 82% -13.2% -8 Other race 35 4% 86% 82% 4.2% 1 More than one race 6 1% 83% 82% 1.8% 0 Unreported 28 3% 89% 82% 7.7% 2 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.3. Subsequent Successful Course Completion Rate by Age Age Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost Under 18 6 1% 83% 82% 1.8% 0 18-24 673 75% 80% 82% -1.3% -9 25-29 76 8% 87% 82% 5.3% 4 30-39 95 11% 87% 82% 5.8% 6 40-49 25 3% 84% 82% 2.4% 1 50 and > 20 2% 75% 82% -6.6% -1 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Source: SDCCD Information System 44

Campus-Based Research: ESL & Basic Skills Completion Table 3.2.4. Subsequent Successful Course Completion Rate by DSPS Status DSPS Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost DSPS 27 3% 81% 82% -0.1% 0 Not DSPS 868 97% 82% 82% 0.0% 0 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.5. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status Economically Disadvantaged Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost Economically Disadvantaged 772 86% 81% 82% -0.6% -5 Not Economically Disadvantaged 123 14% 85% 82% 3.8% 5 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.6. Subsequent Successful Course Completion Rate by Foster Youth Status Foster Youth Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost Foster Youth 27 5% 74% 83% -8.8% -2 Not Foster Youth 529 95% 83% 83% 0.5% 2 Cohorts: Fall 10, Fall 11 & Fall 12. Table 3.2.7. Subsequent Successful Course Completion Rate by Probation/Disqualification Status Probation/Disqualification Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost Academic/Progress Disqualification 12 1% 67% 82% -14.9% -2 Academic/Progress Probation 53 6% 72% 82% -9.9% -5 Not Probation/Disqualification 830 93% 82% 82% 0.8% 7 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.8. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status Veteran/Active Duty Military Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost Veteran/Active Duty Military 30 3% 93% 82% 11.8% 4 Not Veteran/Active Duty Military 865 97% 81% 82% -0.4% -4 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Source: SDCCD Information System 45

Campus-Based Research: ESL & Basic Skills Completion English 048/049 to English 101/105 Operational Definitions: Cohort: Number of students that successfully completed (received an A, B, C, or P) the English 048/049 series within two years, with the second or both of the English 48/49 class(es) completed in a fall term. Subsequent Enrollment: The number of cohort students that subsequently enrolled in English 101 or 105 at the same college within six terms after successfully completing the English 048/049 series. Subsequent Success: The number of cohort students that subsequently enrolled in English 101 or 105 at the same college within six terms after successfully completing the English 048/049 series; then successfully completed the course with a grade notation of A, B, C, or P. Students who repeated English 101 or 105 within the six term parameter are included in the numerator for determining subsequent success. 46

Campus-Based Research: ESL & Basic Skills Completion Table 3.3.1. Subsequent Successful Course Completion Rate ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Fall 2008 186 160 86% 125 78% Fall 2009 199 179 90% 144 80% Fall 2010 217 171 79% 136 80% Fall 2011 214 178 83% 153 86% Fall 2012 238 207 87% 172 83% Total/Average 1,054 895 85% 730 82% Table 3.3.2. Subsequent Successful Course Completion Rate by Gender ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Female 664 567 85% 472 83% Male 389 328 84% 258 79% Unreported 1 0 0% 0 --- Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12. Table 3.3.3. Subsequent Successful Course Completion Rate by Ethnicity ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate African American 135 112 83% 90 80% American Indian 4 3 75% 2 67% As ian 76 55 72% 49 89% Filipino 24 21 88% 16 76% Latino 647 569 88% 467 82% Pacific Islander 7 6 86% 5 83% White 79 60 76% 41 68% Other race 42 35 83% 30 86% More than one race 8 6 75% 5 83% Unreported 32 28 88% 25 89% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12. Source: SDCCD Information System 47

Campus-Based Research: ESL & Basic Skills Completion Table 3.3.4. Subsequent Successful Course Completion Rate by Age ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Under 18 6 6 100% 5 83% 18-24 777 673 87% 540 80% 25-29 96 76 79% 66 87% 30-39 121 95 79% 83 87% 40-49 33 25 76% 21 84% 50 & > 21 20 95% 15 75% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12. Table 3.3.5. Subsequent Successful Course Completion Rate by DSPS Status ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate DSPS 33 27 82% 22 81% Not DSPS 1,021 868 85% 708 82% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12. Table 3.3.6. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Economically Disadvantaged 901 772 86% 625 81% Not Economically Disadvantaged 153 123 80% 105 85% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12. Table 3.3.7. Subsequent Successful Course Completion Rate by Foster Youth Status ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Foster Youth 35 27 77% 20 74% Not Foster Youth 634 529 83% 441 83% Cohorts: Fall 10, Fall 11 & Fall 12. Source: SDCCD Information System 48

Campus-Based Research: ESL & Basic Skills Completion Table 3.3.8. Subsequent Successful Course Completion Rate by Probation/Disqualification Status ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Academic/Progress Disqualification 28 12 43% 8 67% Academic/Progress Probation 71 53 75% 38 72% Not Probation/Disqualification 955 830 87% 684 82% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12 Table 3.3.9. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status ENGL 101/105 ENGL 048/049 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Veteran/Active Duty Military 37 30 81% 28 93% Not Veteran/Active Duty Military 1,017 865 85% 702 81% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12. Source: SDCCD Information System 49

Campus-Based Research: ESL & Basic Skills Completion ESOL SUMMARY OF FINDINGS Overview Subsequent enrollment and success in a college-level English course (English 101 or English 105) were examined for students who successfully completed ESOL 040, the highest level ESOL course, within three years. On average, less than half of these cohorts (45%) subsequently enrolled in a college-level English course after completing ESOL 040. Of those who subsequently enrolled in a college-level English course, the majority successfully completed the course (89%; see Table 3.3.10). This implies that the teaching and learning in ESOL 040 provided the training and preparation students needed to be successful in the college-level English course. The relatively low percentage of ESOL student who subsequently enrolled in a college-level English course implies that this course sequence/pathway has not been an effective retention strategy for ESOL students. ESOL Completion by Gender When examining the successful course completion outcomes for equity, further disaggregation of the data showed that female and male students had comparable subsequent enrollment rates (44% and 46%); however, female students exhibited higher rates of subsequent successful course completion than male students (92% and 84%; see Table 3.3.11). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.9). The Gap Analysis methodology highlighted the 4.9% performance gap that equates to two successes lost (see Table 3.2.9). ESOL Completion by Ethnicity When disaggregated by ethnicity, both the subsequent enrollment rate and the subsequent successful course completion rate were the lowest for White students (19% and 67%; see Table 3.3.12). When the 80% Rule was applied to the average subsequent success rate, Latino and White students were identified as being disproportionately impacted (see Table 3.1.10). The Gap Analysis methodology highlighted the disproportionate impact in the Latino (10.8% difference with 6 successes lost) and White subgroups (21.9% difference with 1 successes lost; see Table 3.2.10). Impact Factors on ESOL Completion by Ethnicity. The inequities seen in the White and Latino student subgroup are likely influenced by high levels of economic disadvantage within the group. Further factors that may impact inequities include: adequate counseling services, sufficient Supplemental Instruction tutoring, course scheduling options (e.g., evening, weekend, summer, and accelerated classes), and inconvenient library hours. ESOL Completion by Age When the five-year average subsequent enrollment and subsequent success rates were disaggregated by age, the subgroup 18-24 had the highest subsequent enrollment rate (55%), followed by the subgroup 30-39 (47%). The age group 50 & over had the lowest subsequent enrollment rate of 11%. The subgroup 25-29 and 50 & over had the highest subsequent success (100%), followed by the 30-39 and 18-24 subgroups (91%, and 86%; see Table 3.3.13). The subgroup 40-49 had the lowest subsequent success rate (78%), and its 80-percent index highlighted the disproportionate subsequent 50

Campus-Based Research: ESL & Basic Skills Completion success for the group (78%, see Table 3.1.11). In addition to the 40-49 subgroup, whose 10.8% gap equates to one success lost, the Gap Analysis methodology also reveals additional disparity for the 18-24 subgroup with a 2.6% gap that equates to two successes lost (see Table 3.2.11). Impact Factors of Subsequent Success by Age. The subgroup 40-49 may have to work while taking classes to provide financial support for their household. Such obligations may infringe on students ability to study or seek additional support. ESOL Completion by DSPS, Economically Disadvantaged, Foster Youth, Probation/Disqualification, and Veteran/Active Duty Military Statuses When the subsequent enrollment rate and success rate were examined for DSPS, economically disadvantaged, foster youth, and veteran/active duty military students for equity, the sub-populations demonstrated various outcomes. DSPS: Based on the Fall 2007 and Fall 2010 cohorts, approximately 25% of those who successfully completed ESOL 040 subsequently enrolled in English 101/105. It should be noted that the cohort consists of just four students, and the one student who subsequently enrolled in English 101/105 successfully completed the course (see Table 3.3.14). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.12). The Gap Analysis methodology did not reveal any additional disparities (see Table 3.2.12). Economically Disadvantaged: From Fall 2008 through Fall 2011, 51% of those who successfully completed ESOL 040 subsequently enrolled in English 101/105. Of those who subsequently enrolled in English 101/105, 91% successfully completed English 101/105 (see Table 3.3.15). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.13). The Gap Analysis methodology did not reveal any additional disparities for economically disadvantaged students (see Table 3.2.13). Foster Youth: Based on the Fall 2010 and Fall 2011 cohorts, approximately 83% of those who successfully completed ESOL 040 subsequently enrolled in English 101/105. Of those who subsequently enrolled in English 101/105, 91% successfully completed English 101/105 (see Table 3.3.16). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.14). The Gap Analysis methodology did not reveal any additional disparities (see Table 3.2.14). Probation/Disqualification: Students on academic/progress disqualification or probation subsequently enrolled in English 101/105 at lower rates than their counterparts (0%, 21%, and 42%). While only 3 students on academic/progress disqualification or probation subsequently enrolled in English 101/105, they succeeded at higher rates than students not on disqualification or probation (n/a, 100%, and 88%; see Table 3.3.17). Veteran/Active Duty Military: There were three veteran/active duty military students who successfully completed ESOL 040 Fall 2008 and Fall 2010. However, none of these students subsequently enrolled in English 101/105 (see Table 3.3.18). 51

Campus-Based Research: ESL & Basic Skills Completion Table 3.1.9. Subsequent Successful Course Completion Rate by Gender Gender Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 Female 71 62% 92% 100% Male 43 38% 84% 91% Cohorts: Fall 07, Fall 08, Fall 09, Fall 10 & Fall 11. 80-Percent Index Table 3.1.10. Subsequent Successful Course Completion Rate by Ethnicity Ethnicity Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 African American 13 11% 100% 100% As ian 25 22% 100% 100% Filipino 2 2% 100% 100% Latino 54 47% 78% 78% White 3 3% 67% 67% Other race 12 11% 100% 100% Unreported 5 4% 100% 100% Cohorts: Fall 07, Fall 08, Fall 09, Fall 10 & Fall 11. 80-Percent Index Table 3.1.11. Subsequent Successful Course Completion Rate by Age Age Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 18-24 57 50% 86% 86% 25-29 13 11% 100% 100% 30-39 34 30% 91% 91% 40-49 9 8% 78% 78% 50 and > 1 1% 100% 100% Cohorts: Fall 07, Fall 08, Fall 09, Fall 10 & Fall 11. 80-Percent Index Source: SDCCD Information System 52

Campus-Based Research: ESL & Basic Skills Completion Table 3.1.12. Subsequent Successful Course Completion Rate by DSPS Status DSPS Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 DSPS 1 2% 100% 100% Not DSPS 46 98% 87% 87% Cohorts: Fall 07 & Fall 10. 80-Percent Index Table 3.1.13. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status Economically Disadvantaged Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 Economically Disadvantaged 66 81% 91% 100% Not Economically Disadvantaged 15 19% 87% 95% Cohorts: Fall 08, Fall 09, Fall 10 & Fall 11. 80-Percent Index Table 3.1.14. Subsequent Successful Course Completion Rate by Foster Youth Status Foster Youth Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 Foster Youth 10 22% 90% 98% Not Foster Youth 35 78% 91% 100% Cohorts: Fall 10 & Fall 11. 80-Percent Index Table 3.1.15. Subsequent Successful Course Completion Rate by Probation/Disqualification Status Probation/Disqualification Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 Academic/Progress Disqualification 0 0% --- --- Academic/Progress Probation 3 4% 100% 100% Not Probation/ Disqualification 80 96% 88% 88% Cohorts: Fall 07, Fall 08, Fall 09 & Fall 10. 80-Percent Index Table 3.1.16. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status Veteran/Active Duty Military Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 Veteran/Active Duty Military 0 0% --- --- Not Veteran/Active Duty Military 50 100% 90% 100% Cohorts: Fall 08, Fall 09 & Fall 10. 80-Percent Index Source: SDCCD Information System 53

Campus-Based Research: ESL & Basic Skills Completion Table 3.2.9. Subsequent Successful Course Completion Rate by Gender Gender Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 College Average Difference Success Counts Lost Female 71 62% 92% 89% 3.0% 2 Male 43 38% 84% 89% -4.9% -2 Cohorts: Fall 07, Fall 08, Fall 09, Fall 10 & Fall 11. Table 3.2.10. Subsequent Successful Course Completion Rate by Ethnicity Ethnicity Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 College Average Difference Success Counts Lost African American 13 11% 100% 89% 11.4% 1 As ian 25 22% 100% 89% 11.4% 3 Filipino 2 2% 100% 89% 11.4% 0 Latino 54 47% 78% 89% -10.8% -6 White 3 3% 67% 89% -21.9% -1 Other race 12 11% 100% 89% 11.4% 1 Unreported 5 4% 100% 89% 11.4% 1 Cohorts: Fall 07, Fall 08, Fall 09, Fall 10 & Fall 11. Table 3.2.11. Subsequent Successful Course Completion Rate by Age Age Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 College Average Difference Success Counts Lost 18-24 57 50% 86% 89% -2.6% -2 25-29 13 11% 100% 89% 11.4% 1 30-39 34 30% 91% 89% 2.6% 1 40-49 9 8% 78% 89% -10.8% -1 50 and > 1 1% 100% 89% 11.4% 0 Cohorts: Fall 07, Fall 08, Fall 09, Fall 10 & Fall 11. Source: SDCCD Information System 54

Campus-Based Research: ESL & Basic Skills Completion Table 3.2.12. Subsequent Successful Course Completion Rate by DSPS Status DSPS Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 College Average Difference Success Counts Lost DSPS 1 2% 100% 87% 12.8% 0 Not DSPS 46 98% 87% 87% -0.3% 0 Cohorts: Fall 07 & Fall 10. Table 3.2.13. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status Economically Disadvantaged Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 College Average Difference Success Counts Lost Economically Disadvantaged 66 81% 91% 90% 0.8% 1 Not Economically Disadvantaged 15 19% 87% 90% -3.5% -1 Cohorts: Fall 08, Fall 09, Fall 10 & Fall 11. Table 3.2.14. Subsequent Successful Course Completion Rate by Foster Youth Status Foster Youth Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 College Average Difference Success Counts Lost Foster Youth 10 22% 90% 91% -1.1% 0 Not Foster Youth 35 78% 91% 91% 0.3% 0 Cohorts: Fall 10 & Fall 11. Table 3.2.15. Subsequent Successful Course Completion Rate by Probation/Disqualification Status Probation/Disqualification Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Difference Success Counts Lost Academic/Progress Disqualification 0 0% --- 88% --- --- Academic/Progress Probation 3 4% 100% 88% 12.0% 0 Not Probation/ Disqualification 80 96% 88% 88% -0.5% 0 Cohorts: Fall 07, Fall 08, Fall 09 & Fall 10. Table 3.2.16. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status Veteran/Active Duty Military Subsequent Enrolled Cohort ESOL 040 to ENGL 101/105 College Average Difference Success Counts Lost Veteran/Active Duty Military 0 0% --- 90% --- --- Not Veteran/Active Duty Military 50 100% 90% 90% 0.0% 0 Cohorts: Fall 08, Fall 09 & Fall 10. Source: SDCCD Information System 55

Campus-Based Research: ESL & Basic Skills Completion ESOL 040 to English 101/105 Operational Definitions: Cohort: Number of students that successfully completed (received an A, B, C, or P) ESOL 040 in a fall term from 2007-2011. Subsequent Enrollment: The number of fall term students that successfully completed ESOL 40 with a grade notation of A, B, C or P, and then enrolled and completed in ENGL 048 or 049 with a grade notation of A, B, C, or P, and then subsequently enrolled in ENGL 101 or 105 at the same college within nine terms. Subsequent Success: The number of fall term students that successfully completed ESOL 40 with a grade notation of A, B, C or P, and then enrolled and completed ENGL 048 or 049 with a grade notation of A, B, C, or P for basic skills level eligibility, and subsequently enrolled in ENGL 101 or 105 at the same college within nine terms and successfully completed the course with a grade notation of A, B, C, or P. Students who repeated ENGL 101 or 105 within the nine term parameter are included in the numerator for determining subsequent success. 56

Campus-Based Research: ESL & Basic Skills Completion Table 3.3.10. Subsequent Successful Course Completion Rate ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Fall 2007 76 33 43% 28 85% Fall 2008 32 13 41% 12 92% Fall 2009 53 23 43% 20 87% Fall 2010 47 14 30% 13 93% Fall 2011 48 31 65% 28 90% Total/Average 256 114 45% 101 89% Table 3.3.11. Subsequent Successful Course Completion Rate by Gender ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Female 163 71 44% 65 92% Male 93 43 46% 36 84% Cohorts: Fall 07, Fall 08, Fall 09, Fall 10, & Fall 11 Table 3.3.12. Subsequent Successful Course Completion Rate by Ethnicity ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate African American 25 13 52% 13 100% As ian 53 25 47% 25 100% Filipino 2 2 100% 2 100% Latino 132 54 41% 42 78% White 16 3 19% 2 67% Other race 21 12 57% 12 100% Unreported 7 5 71% 5 100% Cohorts: Fall 07, Fall 08, Fall 09, Fall 10, & Fall 11 Table 3.3.13. Subsequent Successful Course Completion Rate by Age ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate 18-24 104 57 55% 49 86% 25-29 41 13 32% 13 100% 30-39 73 34 47% 31 91% 40-49 29 9 31% 7 78% 50 & > 9 1 11% 1 100% Cohorts: Fall 07, Fall 08, Fall 09, Fall 10, & Fall 11 Source: SDCCD Information System 57

Campus-Based Research: ESL & Basic Skills Completion Table 3.3.14. Subsequent Successful Course Completion Rate by DSPS Status ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate DSPS 4 1 25% 1 100% Not DSPS 119 46 39% 40 87% Cohorts: Fall 07 & Fall 10 Table 3.3.15. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Economically Disadvantaged 130 66 51% 60 91% Not Economically Disadvantaged 50 15 30% 13 87% Cohorts: Fall 08, Fall 09, Fall 10 & Fall 11. Table 3.3.16. Subsequent Successful Course Completion Rate by Foster Youth Status ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Foster Youth 12 10 83% 9 90% Not Foster Youth 83 35 42% 32 91% Cohorts: Fall 10 & Fall 11. Table 3.3.17. Subsequent Successful Course Completion Rate by Probation/Disqualification Status ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Academic/Progress Disqualification 2 0 0% 0 --- Academic/Progress Probation 14 3 21% 3 100% Not Probation/ Disqualification 192 80 42% 70 88% Cohorts: Fall 07, Fall 08, Fall 09 & Fall 10. Table 3.3.18. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status ENGL 101/105 ESOL 040 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Veteran/Active Duty Military 3 0 0% 0 --- Not Veteran/Active Duty Military 129 50 39% 45 90% Cohorts: Fall 08, Fall 09 & Fall 10. Source: SDCCD Information System 58

Campus-Based Research: ESL & Basic Skills Completion Math SUMMARY OF FINDINGS Overview Subsequent enrollment and success in a college-level Math course (Math 096) was examined for students who successfully completed the Basic Skills Math 046. On average, the majority of students in these cohorts (75%) subsequently enrolled in Math 096 after successful completing Math 046. Of those who subsequently enrolled in Math 096, over half (52%) successfully completed the course. The relatively high percentage of Basic Skills math students who subsequently enrolled in Math 096 within two years implies that this course sequence/pathway is an effective retention strategy for Basic Skills students. However, the relatively low subsequent success rate (53%, on average; see Table 3.3.19) suggests that the teaching and learning can be improved in Math 046 to better train and prepare students for success in Math 096. Math Completion by Gender When examining the successful course completion outcomes for equity, further disaggregation of the data showed that female students had higher subsequent enrollment rates than male students (76% compared to 72%); however, male students had a higher average subsequent success rate (53% compared to 50%; see Table 3.3.20). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.17). The Gap Analysis methodology did not reveal any additional disparities (see Table 3.2.17). Math Completion by Ethnicity When examined by ethnic group, success rates for Pacific Islander and White students displayed the lowest subsequent enrollment rates (64% and 65%). Pacific Islander and Filipino students displayed the highest subsequent successful course completion rates (71% and 69%). The remaining subgroups all revealed relatively lower subsequent successful course completion rates (ranging from 33% to 59%; see Table 3.3.21). Further analysis showed that, with the exception of Asian and Filipino students, all subgroups experienced disproportionate impact compared to Pacific Islander students, the highest performing group (see Table 3.1.18). The Gap Analysis methodology identified African American, American Indian, and Latino students as disproportionately impacted. Although Latino students had the smallest gap at 2.3%, they accounted for the majority of course completions lost (22; see Table 3.2.18). Impact Factors on Math Completion by Ethnicity. The inequities seen in almost all ethnic groups are likely due to some factors the College can control as well as other factors the College cannot control. For example, factors that the College cannot control may include the students decisions not to enroll in the Math sequence in a timely manner, or prolonging it, making it more difficult to complete not only the sequence, but academic pathways. Factors that may impact inequities that the College can control include class size, adequate counseling services, sufficient Supplemental Instruction tutoring, scheduling and scheduling options (e.g., evening, weekend, summer, and accelerated classes), and library hours. Math Completion by Age When the average subsequent enrollment and subsequent success rates were disaggregated by age to identify achievement gaps, the 18-24 subgroup demonstrated the highest subsequent enrollment rate 59

Campus-Based Research: ESL & Basic Skills Completion (78%). The other subgroups experienced subsequent enrollment rates ranging between 68% and 74% (see Table 3.3.22). The subgroup Under 18 had the highest subsequent success rate (45%), whereas the rest of the subgroups had relatively low subsequent success rates (ranging 48% to 61%). The 80-percent index revealed that all subgroups demonstrated disproportionate impact referencing to the highest performing group, Under 18 (see Table 3.1.19). The Gap Analysis methodology identified disparities in the subsequent success rates for the 18-24 and 50 & over subgroups (see Table 3.2.19). Impact Factors of Math Completion by Age. The inequities seen in almost all age groups are again likely due in part to factors the College can control, as well as factors the College cannot control. See discussions under impact factors of Math completion by Ethnicity. Math Completion by DSPS, Economically Disadvantaged, Foster Youth, Probation/Disqualification, and Veteran/Active Duty Military Statuses When the subsequent enrollment success rates were examined for DSPS, economically disadvantaged, foster youth, probation/disqualification, and veteran/active duty military students for equity, the subpopulations demonstrated various outcomes. DSPS: From Fall 2008 through Fall 2012, approximately 73% of those who successfully completed Math 046 subsequently enrolled in Math 096. Of those who subsequently enrolled in Math 096, more than half successfully completed Math 096 (59%, sere table 3.3.23). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.20). The Gap Analysis methodology did not reveal any additional disparities (see Table 3.2.20). Economically Disadvantaged: From Fall 2008 through Fall 2012, approximately 79% of those who successfully completed Math 046 subsequently enrolled in Math 096. Of those who subsequently enrolled in Math 096, approximately half (51%) successfully completed Math 096 (see Table 3.3.24). No disparities were observed when the 80% Rule was applied to the average subsequent success rate (see Table 3.1.21). The Gap Analysis methodology did not reveal any additional disparities (see Table 3.2.21). Foster Youth: From the Fall 2010 through Fall 2012, approximately 83% of those who successfully completed Math 046 subsequently enrolled in Math 096. Of those who subsequently enrolled in Math 096, 40% successfully completed English 101/105 (see Table 3.3.25). When the 80% Rule was applied to the average subsequent success rate, Foster Youth students were disproportionately impacted (see Table 3.1.22). The Gap Analysis methodology also highlighted this disproportionate impact (see Table 3.2.22). Probation/Disqualification: From the Fall 2008 through Fall 2012, students on academic/progress disqualification or probation subsequently enrolled in English 101/105 at lower rates than their counterparts (33%, 67%, and 76%). Students on academic/progress disqualification or probation that subsequently enrolled in English 101/105 also succeeded at lower rates than students not on disqualification or probation (29%, 30%, and 53%; see Table 3.3.26). Veteran/Active Duty Military: Averaging Fall 2008 through Fall 2012 cohorts, 67% of those who successfully completed Math 046 subsequently enrolled in Math 096. Of those who subsequently enrolled in Math 096, 63% successfully completed Math 096 (see Table 3.2.27). No disparities were observed when the 80% Rule was applied to the average subsequent success rate for veteran/active duty military students (see Table 3.1.15). The Gap Analysis methodology did not reveal any additional disparities (see Table 3.2.15). 60

Campus-Based Research: ESL & Basic Skills Completion Table 3.1.17. Subsequent Successful Course Completion Rate by Gender Gender Subsequent Enrolled Cohort MATH 046 to MATH 096 Female 959 56% 50% 95% Male 767 44% 53% 100% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.18. Subsequent Successful Course Completion Rate by Ethnicity Ethnicity Subsequent Enrolled Cohort MATH 046 to MATH 096 African American 156 9% 49% 68% American Indian 12 1% 33% 47% As ian 70 4% 59% 82% Filipino 52 3% 69% 97% Latino 935 54% 49% 69% Pacific Islander 7 0% 71% 100% White 352 20% 56% 78% Other race 32 2% 56% 79% More than one race 42 2% 48% 67% Unreported 68 4% 49% 68% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.19. Subsequent Successful Course Completion Rate by Age Age Subsequent Enrolled Cohort MATH 046 to MATH 096 Under 18 9 1% 78% 100% 18-24 1,104 64% 49% 62% 25-29 294 17% 56% 72% 30-39 210 12% 61% 79% 40-49 69 4% 51% 65% 50 and > 40 2% 48% 61% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Source: SDCCD Information System 61

Campus-Based Research: ESL & Basic Skills Completion Table 3.1.20. Subsequent Successful Course Completion Rate by DSPS Status DSPS Subsequent Enrolled Cohort MATH 046 to MATH 096 DSPS 32 2% 59% 100% Not DSPS 1,694 98% 51% 87% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.21. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status Economically Disadvantaged Subsequent Enrolled Cohort MATH 046 to MATH 096 Economically Disadvantaged 1,371 79% 51% 93% Not Economically Disadvantaged 355 21% 55% 100% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.22. Subsequent Successful Course Completion Rate by Foster Youth Status Foster Youth Subsequent Enrolled Cohort MATH 046 to MATH 096 Foster Youth 25 2% 40% 76% Not Foster Youth 1,093 98% 53% 100% Cohorts: Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.23. Subsequent Successful Course Completion Rate by Probation/Disqualification Status Probation/Disqualification Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 Academic/Progress Disqualification 7 0% 29% 54% Academic/Progress Probation 115 7% 30% 57% Not Probation/ Disqualification 1,604 93% 53% 100% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Table 3.1.24. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status Veteran/Active Duty Military Subsequent Enrolled Cohort MATH 046 to MATH 096 Veteran/Active Duty Military 175 10% 63% 100% Not Veteran/Active Duty Military 1,551 90% 50% 79% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. 80-Percent Index Source: SDCCD Information System 62

Campus-Based Research: ESL & Basic Skills Completion Table 3.2.17. Subsequent Successful Course Completion Rate by Gender Gender Subsequent Enrolled Cohort MATH 046 to MATH 096 College Average Success Difference Counts Lost Female 959 56% 50% 52% -1.2% -11 Male 767 44% 53% 52% 1.4% 11 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.18. Subsequent Successful Course Completion Rate by Ethnicity Ethnicity Subsequent Enrolled Cohort MATH 046 to MATH 096 College Average Success Difference Counts Lost African American 156 9% 49% 52% -2.9% -5 American Indian 12 1% 33% 52% -18.3% -2 As ian 70 4% 59% 52% 6.9% 5 Filipino 52 3% 69% 52% 17.6% 9 Latino 935 54% 49% 52% -2.3% -22 Pacific Islander 7 0% 71% 52% 19.8% 1 White 352 20% 56% 52% 4.3% 15 Other race 32 2% 56% 52% 4.6% 1 More than one race 42 2% 48% 52% -4.0% -2 Unreported 68 4% 49% 52% -3.1% -2 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.19. Subsequent Successful Course Completion Rate by Age Age Subsequent Enrolled Cohort MATH 046 to MATH 096 College Average Success Difference Counts Lost Under 18 9 1% 78% 52% 26.2% 2 18-24 1,104 64% 49% 52% -3.1% -34 25-29 294 17% 56% 52% 4.5% 13 30-39 210 12% 61% 52% 9.8% 21 40-49 69 4% 51% 52% -0.9% -1 50 and > 40 2% 48% 52% -4.1% -2 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Source: SDCCD Information System 63

Campus-Based Research: ESL & Basic Skills Completion Table 3.2.20. Subsequent Successful Course Completion Rate by DSPS Status DSPS Subsequent Enrolled Cohort MATH 046 to MATH 096 College Average Success Difference Counts Lost DSPS 32 2% 59% 52% 7.8% 2 Not DSPS 1,694 98% 51% 52% -0.1% -2 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.21. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status Economically Disadvantaged Subsequent Enrolled Cohort MATH 046 to MATH 096 College Average Success Difference Counts Lost Economically Disadvantaged 1,371 79% 51% 52% -0.8% -11 Not Economically Disadvantaged 355 21% 55% 52% 3.0% 11 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.22. Subsequent Successful Course Completion Rate by Foster Youth Status Foster Youth Subsequent Enrolled Cohort MATH 046 to MATH 096 College Average Success Difference Counts Lost Foster Youth 25 2% 40% 53% -12.6% -3 Not Foster Youth 1,093 98% 53% 53% 0.3% 3 Cohorts: Fall 10, Fall 11 & 12. Table 3.2.23. Subsequent Successful Course Completion Rate by Probation/Disqualification Status Probation/Disqualification Subsequent Enrolled Cohort ENGL 048/049 to ENGL 101/105 College Average Success Difference Counts Lost Academic/Progress Disqualification 7 0% 29% 52% -23.1% -2 Academic/Progress Probation 115 7% 30% 52% -21.2% -24 Not Probation/ Disqualification 1,604 93% 53% 52% 1.6% 26 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Table 3.2.24. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status Veteran/Active Duty Military Subsequent Enrolled Cohort MATH 046 to MATH 096 College Average Success Difference Counts Lost Veteran/Active Duty Military 175 10% 63% 52% 11.8% 21 Not Veteran/Active Duty Military 1,551 90% 50% 52% -1.3% -21 Cohorts: Fall 08, Fall 09, Fall 10, Fall 11 & Fall 12. Source: SDCCD Information System 64

Campus-Based Research: ESL & Basic Skills Completion Math 046 to Math 096 Operational Definitions: Cohort: Number of students that successfully completed (received an A, B, C, or P) Math 046 in a fall term from 2008-2012. Subsequent Enrollment: The number of fall term students that successfully completed Math 046 with a grade notation of A, B, C or P, and then subsequently enrolled in Math 096 at the same college within six terms. Subsequent Success: The number of fall term students that successfully completed Math 046 with a grade notation of A, B, C or P, and then subsequently enrolled in Math 096 at the same college within six terms and successfully completed the course with a grade notation of A, B, C, or P. Students who repeated Math 096 within the six term parameter are included in the numerator for determining subsequent success. 65

Campus-Based Research: ESL & Basic Skills Completion Table 3.3.19. Subsequent Successful Course Completion Rate MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Fall 2008 427 295 69% 147 50% Fall 2009 410 313 76% 156 50% Fall 2010 457 344 75% 172 50% Fall 2011 482 370 77% 212 57% Fall 2012 538 404 75% 204 50% Total/Average 2,314 1,726 75% 891 52% Table 3.3.20. Subsequent Successful Course Completion Rate by Gender MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Female 1,256 959 76% 484 50% Male 1,058 767 72% 407 53% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12 Table 3.3.21. Subsequent Successful Course Completion Rate by Ethnicity MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate African American 208 156 75% 76 49% American Indian 18 12 67% 4 33% As ian 89 70 79% 41 59% Filipino 76 52 68% 36 69% Latino 1,172 935 80% 461 49% Pacific Islander 11 7 64% 5 71% White 538 352 65% 197 56% Other race 47 32 68% 18 56% More than one race 64 42 66% 20 48% Unreported 91 68 75% 33 49% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12 Table 3.3.22. Subsequent Successful Course Completion Rate by Age MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Under 18 13 9 69% 7 78% 18-24 1,420 1,104 78% 536 49% 25-29 425 294 69% 165 56% 30-39 300 210 70% 129 61% 40-49 102 69 68% 35 51% 50 & > 54 40 74% 19 48% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12 Source: SDCCD Information System 66

Campus-Based Research: ESL & Basic Skills Completion Table 3.3.23. Subsequent Successful Course Completion Rate by DSPS Status MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate DSPS 44 32 73% 19 59% Not DSPS 2,270 1,694 75% 872 51% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12 Table 3.3.24. Subsequent Successful Course Completion Rate by Economically Disadvantaged Status MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Economically Disadvantaged 1,745 1,371 79% 697 51% Not Economically Disadvantaged 569 355 62% 194 55% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12 Table 3.3.25. Subsequent Successful Course Completion Rate by Foster Youth Status MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Foster Youth 30 25 83% 10 40% Not Foster Youth 1,447 1,093 76% 578 53% Cohorts: Fall 10, Fall 11, & Fall 12 Table 3.3.26. Subsequent Successful Course Completion Rate by Probation/Disqualification Status MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Academic/Progress Disqualification 21 7 33% 2 29% Academic/Progress Probation 171 115 67% 35 30% Not Probation/ Disqualification 2,122 1,604 76% 854 53% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12 Table 3.3.27. Subsequent Successful Course Completion Rate by Veteran/Active Duty Military Status MATH 096 MATH 046 Subsequent Enrollment Subsequent Success Cohort Count Rate Count Rate Veteran/Active Duty Military 262 175 67% 111 63% Not Veteran/Active Duty Military 2,052 1,551 76% 780 50% Cohorts: Fall 08, Fall 09, Fall 10, Fall 11, & Fall 12 Source: SDCCD Information System 67

Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion Goals, Activities, Funding and Evaluation Goal C The goal is to improve ESL and basic skills completion for the following target populations identified in the college research section as experiencing a disproportionate impact. MATH ESOL ENGL Gap Analysis Target Population(s) 80% Index Completions Difference Counts Lost Goal Goal Year to reach goal White (C.1) 77% -13.2% 8-6.0% 2019-4 Foster Youth (C.2) 89% -8.8% 2-4.4% 2019-1 Male (C.3) 91% -4.9% 2-2.0% 2019-1 Latino (C.4) 78% -10.8% 6-5.0% 2019-3 White (C.5) 67% -21.9% 1-4.0% 2019-1 18-24 (C.6) 86% -2.6% 2 0.0% 2019-1 40-49 (C.7) 78% -10.8% 1-4.0% 2019-1 African American (C.8) 68% -2.9% 5-1.0% 2019-3 American Indian (C.9) 47% -18.3% 2-6.0% 2019-1 Latino (C.10) 69% -2.3% 22-0.8% 2019-14 18-24 (C.11) 62% -3.1% 34-1.1% 2019-22 50 & over (C.12) 61% -4.1% 2-2.0% 2019-1 Foster Youth (C.13) 76% -12.6% 3-6.0% 2019-2 Activities: C. ESL and Basic Skills Completion C.1 Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Professional Development Target Student Group and Goal: White; decrease the percentage point gap from 13.2% to 6.0%. An additional 4 successful completions across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.1: Improve the basic skills subsequent completion rate for White students in the English pathway by focusing on the coordination and redevelopment of the accelerated model and the expansion of supplemental instruction: Funding English basic skills acceleration coordination and curriculum redevelopment. Expand supplemental instruction. FTEF release time will be funded by equity. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X 68

C.2 Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion Link to Goal Curriculum redesign to fit the needs of the students, supplemental instruction, and expanded tutoring hours will increase student success in the pathway and assist in closing the achievement gap. Evaluation Campus research provides the accelerated and tutoring programs at City College with annual performance reports that investigate accelerated English classes, supplemental instruction, and tutoring student performance. Additional research is planned that will examine effectiveness of accelerated English, tutoring, and supplemental instruction for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Professional Development Target Student Group and Goal: Foster Youth; decrease the percentage point gap from 8.8% to 4.4%. One additional successful completion across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.2: Improve the basic skills subsequent completion rate for foster youth students in the English pathway by focusing on the coordination and redevelopment of the accelerated model and the expansion of supplemental instruction: Funding English basic skills acceleration coordination and curriculum redevelopment. Expand supplemental instruction. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Curriculum redesign to fit the needs of the students and supplemental instruction will increase student success in the pathway and assist in closing the achievement gap. Evaluation Campus research provides the accelerated and tutoring programs at City College with annual performance reports that investigate accelerated English classes and supplemental instruction student performance. Additional research is planned that will examine effectiveness of accelerated English and supplemental instruction for disproportionately impacted groups. C.3 Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Research and Evaluation 69

Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion Target Student Group and Goal: Male; decrease the percentage point gap from 4.9% to 2.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.3: Improve the basic skills subsequent completion rate for male students in the ESOL pathway by focusing on ESOL tutoring and the ESOL curriculum: Fund a 25% coordinator for ESOL tutoring. Fund ESOL tutoring. Integrate research into ESOL course outcomes to identify gaps in curriculum. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X C.4 Link to Goal Funding an ESOL tutoring coordinator and expanding the tutoring available to students will increase student success in the pathway and assist in closing the achievement gap. Evaluation Campus research provides the tutoring program at City College with annual performance reports that investigate tutoring student performance. Additional research is planned that will examine effectiveness of accelerated tutoring for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Research and Evaluation Target Student Group and Goal: Latino; decrease the percentage point gap from 10.8% to 5.0%. An additional 3 successful completions across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity B.4: Improve the basic skills subsequent completion rate for Latino students in the ESOL pathway by focusing on ESOL tutoring and the ESOL curriculum: Fund a 25% coordinator for ESOL tutoring. Fund ESOL tutoring. Integrate research into ESOL course outcomes to identify gaps in curriculum. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X 70

C.5 Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion Link to Goal Funding an ESOL tutoring coordinator and expanding the tutoring available to students will increase student success in the pathway and assist in closing the achievement gap. Evaluation Campus research provides the tutoring program at City College with annual performance reports that investigate tutoring student performance. Additional research is planned that will examine effectiveness of accelerated tutoring for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Research and Evaluation Target Student Group and Goal: White; decrease the percentage point gap from 21.9% to 4.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.5: Improve the basic skills subsequent completion rate for White students in the ESOL pathway by focusing on ESOL tutoring and the ESOL curriculum: Fund a 25% coordinator for ESOL tutoring. Fund ESOL tutoring. Integrate research into ESOL course outcomes to identify gaps in curriculum. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X C.6 Link to Goal Funding an ESOL tutoring coordinator and expanding the tutoring available to students will increase student success in the pathway and assist in closing the achievement gap. Evaluation Campus research provides the tutoring program at City College with annual performance reports that investigate tutoring student performance. Additional research is planned that will examine effectiveness of accelerated tutoring for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Research and Evaluation 71

Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion Target Student Group and Goal: 18-24; eliminate the 2.6% gap. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.6: Improve the basic skills subsequent completion rate for 18-24 students in the ESOL pathway by focusing on ESOL tutoring and the ESOL curriculum: Fund a 25% coordinator for ESOL tutoring. Fund ESOL tutoring. Integrate research into ESOL course outcomes to identify gaps in curriculum. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X C.7 Link to Goal Funding an ESOL tutoring coordinator and expanding the tutoring available to students will increase student success in the pathway and assist in closing the achievement gap. Evaluation Campus research provides the tutoring program at City College with annual performance reports that investigate tutoring student performance. Additional research is planned that will examine effectiveness of accelerated tutoring for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Research and Evaluation Target Student Group and Goal: 40-49; decrease the percentage point gap from 10.8% to 4.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.7: Improve the basic skills subsequent completion rate for 40-49 students in the ESOL pathway by focusing on ESOL tutoring and the ESOL curriculum: Fund a 25% coordinator for ESOL tutoring. Fund ESOL tutoring. Integrate research into ESOL course outcomes to identify gaps in curriculum. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X 72

C.8 Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion Link to Goal Funding an ESOL tutoring coordinator and expanding the tutoring available to students will increase student success in the pathway and assist in closing the achievement gap. Evaluation Campus research provides the tutoring program at City College with annual performance reports that investigate tutoring student performance. Additional research is planned that will examine effectiveness of accelerated tutoring for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Professional Development, Direct Student Support, Research and Evaluation Target Student Group and Goal: African American; decrease the percentage point gap from 2.9% to 1.0%. An additional 3 successful completions across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.8: Improve the basic skills subsequent completion rate for African American students in the math pathway by focusing on curriculum redesign, supplemental instruction, and expanded tutoring hours: Fund professional development and curriculum redesign activities for math faculty. Fund supplemental instruction for basic skill math courses. Provide funding to keep the math center open in the evenings and on Saturdays. Integrate basic skills data into course and completion outcomes for the math department. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Professional development activities relating to culturally relevant teaching, curriculum redesign to fit the needs of the students, universal supplemental instruction, and expanded tutoring hours will increase student success in the pathway and assist in closing the achievement gap. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the tutoring program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. 73

Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion C.9 Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Professional Development, Direct Student Support, Research and Evaluation Target Student Group and Goal: American Indian; decrease the percentage point gap from 18.3% to 6.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.9: Improve the basic skills subsequent completion rate for American Indian students in the math pathway by focusing on curriculum redesign, supplemental instruction, and expanded tutoring hours: Fund professional development and curriculum redesign activities for math faculty. Fund supplemental instruction for basic skill math courses. Provide funding to keep the math center open in the evenings and on Saturdays. Integrate basic skills data into course and completion outcomes for the math department. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X C.10 Link to Goal Professional development activities relating to culturally relevant teaching, curriculum redesign to fit the needs of the students, universal supplemental instruction, and expanded tutoring hours will increase student success in the pathway and assist in closing the achievement gap. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the tutoring program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Professional Development, Direct Student Support, Research and Evaluation Target Student Group and Goal: Latino; decrease the percentage point gap from 2.3% to 0.8%. An additional 14 successful completions across the five cohorts would eliminate the disproportionate impact. 74

Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion Activity Implementation Plan Activity C.10: Improve the basic skills subsequent completion rate for Latino students in the math pathway by focusing on curriculum redesign, supplemental instruction, and expanded tutoring hours: Fund professional development and curriculum redesign activities for math faculty. Fund supplemental instruction for basic skill math courses. Provide funding to keep the math center open in the evenings and on Saturdays. Integrate basic skills data into course and completion outcomes for the math department. Planned Start and End Dates Student Equity Funds Other Funds Fall 15-Spring 19 X C.11 Link to Goal Professional development activities relating to culturally relevant teaching, curriculum redesign to fit the needs of the students, universal supplemental instruction, and expanded tutoring hours will increase student success in the pathway and assist in closing the achievement gap. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the tutoring program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Professional Development, Direct Student Support, Research and Evaluation Target Student Group and Goal: 18-24; decrease the percentage point gap from 3.1% to 1.1%. An additional 22 successful completions across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.11: Improve the basic skills subsequent completion rate for 18-24 students in the math pathway by focusing on curriculum redesign, supplemental instruction, and expanded tutoring hours: Fund professional development and curriculum redesign activities for math faculty. Fund supplemental instruction for basic skill math courses. Provide funding to keep the math center open in the evenings and on Saturdays. Integrate basic skills data into course and completion outcomes for the math department. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X 75

C.12 Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion Link to Goal Professional development activities relating to culturally relevant teaching, curriculum redesign to fit the needs of the students, universal supplemental instruction, and expanded tutoring hours will increase student success in the pathway and assist in closing the achievement gap. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the tutoring program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Professional Development, Direct Student Support, Research and Evaluation Target Student Group and Goal: 50 & over; decrease the percentage point gap from 4.1% to 2.0%. One additional successful completion across the five cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.12: Improve the basic skills subsequent completion rate for 50 & over students in the math pathway by focusing on professional development, curriculum redesign, supplemental instruction, counseling, and expanded tutoring hours: Fund professional development and curriculum redesign activities for math faculty. Fund supplemental instruction for basic skill math courses. Provide funding to keep the math center open in the evenings and on Saturdays. Integrate basic skills data into course and completion outcomes for the math department. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Professional development activities relating to culturally relevant teaching, curriculum redesign to fit the needs of the students, universal supplemental instruction, and expanded tutoring hours will increase student success in the pathway and assist in closing the achievement gap. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the tutoring program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. 76

Goals, Activities, Funding & Evaluation: ESL & Basic Skills Completion C.13 Activity Types: Curriculum/Course Development or Adaptation, Instructional Support Services, Professional Development, Direct Student Support, Research and Evaluation Target Student Group and Goal: Foster youth; decrease the percentage point gap from 12.6% to 6.0%. An additional 2 successful completions across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity C.13: Improve the basic skills subsequent completion rate for foster youth in the math pathway by focusing on supplemental instruction, expanded tutoring hours, and peer mentoring: Fund supplemental instruction for basic skill math courses. Provide funding to keep the math center open in the evenings and on Saturdays. Integrate basic skills data into course and completion outcomes for the math department. Fund three peer mentors to keep foster youth students engaged and committed. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Professional development activities relating to culturally relevant teaching, curriculum redesign to fit the needs of the students, universal supplemental instruction, and expanded tutoring hours will increase student success in the pathway and assist in closing the achievement gap. Evaluation Surveys will be administered to participants to gauge the value of professional development activities. Campus research provides the tutoring program at City College with annual performance reports. Additional research is planned that will examine effectiveness of supplemental instruction for disproportionately impacted groups. 77

Campus-Based Research: Degree & Certificate Completion Degree and Certificate Completion D. DEGREE AND CERTIFICATE COMPLETION. Compare 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 receive a degree or certificate after one or more (up to six) years. Campus-Based Research Overview This section examines degree and certificate rates for City College students by conducting a cohort tracking study. The data were obtained from the California Community Colleges Chancellor s Office Data on Demand system. Three cohorts (2006/07, 2007/08, and 2008/09) were identified, consisting of first-time students who completed 12 units in a three year period and who attempted any English or math course. Each cohort was tracked for six years to find the number of students who successfully earned an award or certificate. The cohorts were tracked throughout the state s community college system, which is one of the advantages to using the Data on Demand system as the source of this data analysis. The award conferred rate was then disaggregated by ethnicity, gender, DSPS status, economic disadvantage, and veteran/active duty military student subgroups. SUMMARY OF FINDINGS Awards by Gender On average, female and male students in the cohorts had comparable degree and certificate completion rates (10% and 11%; see Table 4.3.2). No disparities were observed when the 80% Rule was applied to the average degree and certificate completion rate (see Table 4.1.1). The Gap Analysis methodology did not reveal any additional disparities (see Table 4.2.1). Awards by Ethnicity American Indian, Asian, Latino, and White students demonstrated the highest average degree and certificate completion rates (18%, 13%, 11%, and 11%; see Table 4.3.3). All subgroups were identified as disproportionately impacted when the 80% Rule was applied to the average degree and certificate completion rate (see Table 4.1.2). The Gap Analysis methodology highlighted the disproportionate impact experienced by African American and Filipino students (12 awards lost each; see Table 4.2.2). Awards by Age Disaggregated by age, the subgroups with ages 50 & over, 40-49, and 25-29 had the highest degree and certificate completion rates (26%, 20%, and 18%; see Table 4.3.4). All subgroups were identified as disproportionately impacted when the 80% Rule was applied (see Table 4.1.3). The Gap Analysis methodology identified disproportionate impact only for the Under 18 and 18-24 subgroups (21 and 50 awards lost; see Table 4.2.2). 78

Campus-Based Research: Degree & Certificate Completion Degree and Certificate Completion by DSPS, Economically Disadvantaged, and Veteran/Active Duty Military Statuses When the degree and certificate completion rates were examined for DSPS, economically disadvantaged, and veteran/active duty military students for equity, the sub-populations demonstrated various outcomes. DSPS Status: The average degree and certificate completion rate was 14% for DSPS students (see Table 4.3.5). The non DSPS subgroup was identified as disproportionately impacted when the 80% Rule was applied to the average degree and certificate completion rate (see Table 4.1.4). The Gap Analysis methodology did not reveal any additional disparities (see Table 4.2.4). Economically Disadvantaged Status: The average degree and certificate completion rate was 14% for economically disadvantaged students (see Table 4.3.6) The not economically disadvantaged subgroup was identified as disproportionately impacted when the 80% Rule was applied to the average degree and certificate completion rate (see Table 4.1.5). The Gap Analysis methodology highlighted the disproportionate impact experienced by the non-economically disadvantaged subgroups (134 awards lost; see Table 4.2.5). Veteran/Active Duty Military: The average degree and certificate completion rate was 16% for veteran/active duty military students (see Table 4.3.7) The non-veteran/active duty military subgroup was identified as disproportionately impacted when the 80% Rule was applied to the average degree and certificate completion rate (see Table 4.1.6). The Gap Analysis methodology did not reveal any disparities (see Table 4.2.6). 79

Campus-Based Research: Degree & Certificate Completion Table 4.1.1. Degree and Certificate Completion by Gender Gender Total Cohort Size Degree & Certificate Completion Rate Female 4,429 59% 10% 93% Male 3,060 41% 11% 100% 80-Percent Index Table 4.1.2. Degree and Certificate Completion by Ethnicity Ethnicity Total Cohort Size Degree & Certificate Completion Rate African American 923 12% 9% 53% American Indian 51 1% 18% 100% As ian 523 7% 13% 75% Filipino 466 6% 8% 46% Latino 3,056 41% 11% 62% Pacific Islander 86 1% 9% 53% White 1,732 23% 11% 60% Unreported 652 9% 12% 67% 80-Percent Index Table 4.1.3. Degree and Certificate Completion by Age Total Age Cohort Size Degree & Certificate Completion Rate Under 18 1,073 14% 9% 34% 18-24 5,471 73% 10% 38% 25-29 388 5% 18% 67% 30-39 303 4% 17% 64% 40-49 177 2% 20% 76% 50 and > 77 1% 26% 100% 80-Percent Index Note 1. The average degree and certificate completion rate for the 2006/07, 2007/08 & 2008/09 cohorts is reported above. Note 2. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 80

Campus-Based Research: Degree & Certificate Completion Table 4.1.4. Degree and Certificate Completion by DSPS Status DSPS Total Cohort Size Degree & Certificate Completion Rate DSPS 251 3% 14% 100% Not DSPS 7,238 97% 11% 76% 80-Percent Index Table 4.1.5. Degree and Certificate Completion by Economically Disadvantaged Status Economically Disadvantaged Total Cohort Size Degree & Certificate Completion Rate Economically Disadvantaged 4,872 65% 14% 100% Not Economically Disadvantaged 2,617 35% 6% 42% 80-Percent Index Table 4.1.6. Degree and Certificate Completion by Veteran/Active Duty Military Status Veteran/Active Duty Military Total Cohort Size Degree & Certificate Completion Rate Veteran/Active Duty Military 367 5% 16% 100% Not Veteran/Active Duty Military 7,122 95% 10% 65% 80-Percent Index Note 1. The average degree and certificate completion rate for the 2006/07, 2007/08 & 2008/09 cohorts is reported above. Note 2. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 81

Campus-Based Research: Degree & Certificate Completion Table 4.2.1. Degree and Certificate Completion by Gender Gender Total Cohort Size Degree & Certificate Completion Rate College Average Difference Awards Lost Female 4,429 59% 10% 11% -0.3% -15 Male 3,060 41% 11% 11% 0.5% 15 Table 4.2.2. Degree and Certificate Completion by Ethnicity Ethnicity Total Cohort Size Degree & Certificate Completion Rate College Average Difference Awards Lost African American 923 12% 9% 11% -1.3% -12 American Indian 51 1% 18% 11% 6.9% 4 As ian 523 7% 13% 11% 2.4% 13 Filipino 466 6% 8% 11% -2.6% -12 Latino 3,056 41% 11% 11% 0.2% 7 Pacific Islander 86 1% 9% 11% -1.5% -1 White 1,732 23% 11% 11% -0.3% -4 Unreported 652 9% 12% 11% 1.0% 7 Table 4.2.3. Degree and Certificate Completion by Age Age Total Cohort Size Degree & Certificate Completion Rate College Average Difference Awards Lost Under 18 1,073 14% 9% 11% -2.0% -21 18-24 5,471 73% 10% 11% -0.9% -50 25-29 388 5% 18% 11% 6.8% 26 30-39 303 4% 17% 11% 5.7% 17 40-49 177 2% 20% 11% 9.0% 16 50 and > 77 1% 26% 11% 15.2% 12 Note 1. The average degree and certificate completion rate for the 2006/07, 2007/08 & 2008/09 cohorts is reported above. Note 2. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 82

Campus-Based Research: Degree & Certificate Completion Table 4.2.4. Degree and Certificate Completion by DSPS Status DSPS Total Cohort Size Degree & Certificate Completion Rate College Average Difference Awards Lost DSPS 251 3% 14% 11% 3.2% 8 Not DSPS 7,238 97% 11% 11% -0.1% -8 Table 4.2.5. Degree and Certificate Completion by Economically Disadvantaged Status Economically Disadvantaged Total Cohort Size Degree & Certificate Completion Rate College Average Difference Awards Lost Economically Disadvantaged 4,872 65% 14% 11% 2.7% 134 Not Economically Disadvantaged 2,617 35% 6% 11% -5.1% -134 Table 4.2.6. Degree and Certificate Completion by Veteran/Active Duty Military Status Veteran/Active Duty Military Total Cohort Size Degree & Certificate Completion Rate College Average Difference Awards Lost Veteran/Active Duty Military 367 5% 16% 11% 5.3% 20 Not Veteran/Active Duty Military 7,122 95% 10% 11% -0.3% -20 Note 1. The average degree and certificate completion rate for the 2006/07, 2007/08 & 2008/09 cohorts is reported above. Note 2. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 83

Campus-Based Research: Degree & Certificate Completion Table 4.3.1. City College Degree and Certificate Completion Rate 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Average Cohort Percent Cohort Percent Cohort Percent City College 2,338 12% 2,689 11% 2,462 10% 11% Table 4.3.2. City College Degree and Certificate Completion by Gender 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average Female 1,427 11% 1,589 11% 1,413 9% 10% Male 911 12% 1,100 11% 1,049 11% 11% Table 4.3.3. City College Degree and Certificate Completion by Ethnicity 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average African American 288 9% 317 9% 318 10% 9% American Indian 17 24% 17 18% 17 12% 18% As ian 174 13% 190 16% 159 10% 13% Filipino 147 12% 153 5% 166 7% 8% Latino 885 12% 1,107 11% 1,064 10% 11% Pacific Islander 30 13% 38 5% 18 11% 9% White 559 11% 637 11% 536 10% 11% Unreported 238 13% 230 12% 184 11% 12% Table 4.3.4. City College Degree and Certificate Completion by Age 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average Under 18 338 11% 410 8% 325 8% 9% 18-24 1,712 10% 1,974 10% 1,785 9% 10% 25-29 117 19% 136 19% 135 15% 18% 30-39 93 15% 100 18% 110 16% 17% 40-49 54 30% 47 17% 76 14% 20% 50 and > 24 21% 22 36% 31 23% 26% Note. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 84

Campus-Based Research: Degree & Certificate Completion Table 4.3.5. City College Degree and Certificate Completion by DSPS Status 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average DSPS 85 16% 77 16% 89 10% 14% Not DSPS 2,253 11% 2,612 11% 2,373 10% 11% Table 4.3.6. City College Degree and Certificate Completion by Active Economically Disadvantaged Status 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average Economically Disadvantaged 1,408 15% 1,765 14% 1,699 12% 14% Not Economically Disadvantaged 930 7% 924 5% 763 5% 6% Table 4.3.7. City College Degree and Certificate Completion by Veteran/Active Military Status 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average Veteran/Active Duty Military 140 16% 114 20% 113 12% 16% Not Veteran/Active Duty Military 2,198 11% 2,575 10% 2,349 10% 10% Note. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 85

Goals, Activities, Funding & Evaluation: Degree & Certificate Completion Goals, Activities, Funding and Evaluation Goal D The goal is to improve access for the following target populations identified in the college research section as experiencing a disproportionate impact. Gap Analysis Target Population(s) 80% Index Completions Difference Counts Lost Goal Goal Year to reach goal African American 53% -1.3% 12 0.0% 2019-12 Filipino 46% -2.6% 12-1.3% 2019-6 Under 18 34% -2.0% 21-1.0% 2019-11 18-24 38% -0.9% 50 0.0% 2019-49 Activities: D. Degree and Certificate Completion D.1 Activity Types: Student Services or Other Categorical Program, Instructional Support Activities, Research and Evaluation Target Student Group and Goal: African American; decrease the percentage point gap from 1.3% to 0.0%. An additional 12 completions across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity D.1: Improve the degree and certificate completion rate for African American students at City College by focusing on the improving course sequencing, funding student workshops, and refining enrollment management: Examine course sequencing to ensure effective enrollment management techniques and course offerings are impactful and timely for students. Fund study skills and student success workshops to engage students and provide a link to completion and/or transfer. Integrate research into the exploration of enrollment management on campus. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Improved course sequencing and enrollment management techniques will ensure that students can enroll in the courses required to complete degrees and certificates. Study skill and student success workshops will provide students will inform students so they can successfully complete degrees or certificates and close the achievement gap. 86

D.2 Goals, Activities, Funding & Evaluation: Degree & Certificate Completion Evaluation Campus research will work with the office of instruction to assess course sequencing and enrollment management techniques. Surveys will be administered to participants to gauge the value of student workshops. Activity Types: Student Services or Other Categorical Program, Instructional Support Activities, Research and Evaluation Target Student Group and Goal: Filipino; decrease the percentage point gap from 2.6% to 1.3%. An additional 6 completions across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity D.2: Improve the degree and certificate completion rate for Filipino students at City College by focusing on the improving course sequencing, funding student workshops, and refining enrollment management: Examine course sequencing to ensure effective enrollment management techniques and course offerings are impactful and timely for students. Fund study skills and student success workshops to engage students and provide a link to completion and/or transfer. Integrate research into the exploration of enrollment management on campus. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Improved course sequencing and enrollment management techniques will ensure that students can enroll in the courses required to complete degrees and certificates. Study skill and student success workshops will provide students will inform students so they can successfully complete degrees or certificates and close the achievement gap. Evaluation Campus research will work with the office of instruction to assess course sequencing and enrollment management techniques. Surveys will be administered to participants to gauge the value of student workshops. 87

Goals, Activities, Funding & Evaluation: Degree & Certificate Completion D.3 Activity Types: Student Services or Other Categorical Program, Instructional Support Activities, Research and Evaluation Target Student Group and Goal: Under 18; decrease the percentage point gap from 2.0% to 1.0%. An additional 11 completions across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity D.3: Improve the degree and certificate completion rate for under 18 students at City College by focusing on the improving course sequencing, funding student workshops, and refining enrollment management: Examine course sequencing to ensure effective enrollment management techniques and course offerings are impactful and timely for students. Fund study skills and student success workshops to engage students and provide a link to completion and/or transfer. Integrate research into the exploration of enrollment management on campus. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X D.4 Link to Goal Improved course sequencing and enrollment management techniques will ensure that students can enroll in the courses required to complete degrees and certificates. Study skill and student success workshops will provide students will inform students so they can successfully complete degrees or certificates and close the achievement gap. Evaluation Campus research will work with the office of instruction to assess course sequencing and enrollment management techniques. Surveys will be administered to participants to gauge the value of student workshops. Activity Types: Student Services or Other Categorical Program, Instructional Support Activities, Research and Evaluation Target Student Group and Goal: 18-24; decrease the percentage point gap from 0.9% to 0.0%. An additional 49 completions across the three cohorts would eliminate the disproportionate impact. 88

Goals, Activities, Funding & Evaluation: Degree & Certificate Completion Activity Implementation Plan Activity D.4: Improve the degree and certificate completion rate for 18-24 students at City College by focusing on the improving course sequencing, funding student workshops, and refining enrollment management: Examine course sequencing to ensure effective enrollment management techniques and course offerings are impactful and timely for students. Fund study skills and student success workshops to engage students and provide a link to completion and/or transfer. Integrate research into the exploration of enrollment management on campus. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal Improved course sequencing and enrollment management techniques will ensure that students can enroll in the courses required to complete degrees and certificates. Study skill and student success workshops will provide students will inform students so they can successfully complete degrees or certificates and close the achievement gap. Evaluation Campus research will work with the office of instruction to assess course sequencing and enrollment management techniques. Surveys will be administered to participants to gauge the value of student workshops. 89

Campus-Based Research: Transfer Transfer E. TRANSFER. Compare 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. Camus-Based Research Overview This section examines transfer rates for City College students by conducting a cohort tracking study. The data were obtained from the California Community Colleges Chancellor s Office Data on Demand system. Three cohorts (2006/07, 2007/08, and 2008/09) were identified, consisting of first-time students who completed 12 units in a three year period and who attempted any English or math course. Each cohort was tracked for six years to find the number of students who successfully transferred to a four-year institution. The cohorts were tracked throughout the state s community college system, which is one of the advantages to using the Data on Demand system as the source of this data analysis. The transfer rate was then disaggregated by ethnicity, gender, DSPS status, economic disadvantage, and veteran/active duty military student subgroups. SUMMARY OF FINDINGS On average, over half (53%) of the students from the 2006/07, 2007/08, and 2008/09 cohorts successfully transferred to a four-year institution. There was a decrease between the 2007/08 cohort and the 2008/09 cohort after previously increasing (see Table 5.3.1). Further disaggregation of the data revealed multiple trends and inequities. Transfer Rate by Gender On average, female students in the cohorts had a noticeably higher transfer rate compared to male students (57% and 49%; see Table 5.3.2). The 80-percent index did not reveal disproportionality when female was selected at the reference group (see Table 5.1.1). The Gap Analysis methodology identified the male subgroup as disproportionately impacted (141 course completions lost see Table 5.2.1). Transfer Rate by Ethnicity Filipino, Pacific Islander, and Asian students demonstrated the highest average transfer rate (75%, 70%, and 66%; see Table 5.2.3). Using the subgroup Filipino as the reference group, only Asian, Pacific Islander and white students had an 80-percent index over the threshold (see Table 5.1.2). The Gap Analysis methodology identified the African American and Latino subgroups as disproportionately impacted (see Table 5.2.2). Transfer Rate by Age Disaggregated by age, the subgroups with ages between 18-24, Under 18, and 25-29 had the highest transfer rates (59%, 49%, and 33%; see Table 5.2.4). When the 80% Rule was applied using the 18-24 subgroup as the reference group, all the age subgroups, except for those who were under 18 years old, revealed disproportionate impact (see Table 5.1.3). The Gap Analysis methodology identified all subgroups except for 18-24 as disproportionately impacted (see Table 5.2.2). 90

Campus-Based Research: Transfer Transfer Rate by DSPS, Economically Disadvantaged, and Veteran/Active Duty Military Statuses The average transfer rates were 16% for DSPS students, 41% for economically disadvantaged students, and 57% for veteran/active duty military students. The transfer rates were 55% for the non-dsps students, 77% for the non-economically disadvantaged students, and 53% for the non-veteran/active duty military students (see Tables 5.2.5 5.2.7). Applying the 80% rule referencing the cohorts to the noncohorts, both DSPS and economically disadvantaged subgroups had an 80-percent index smaller than 80% (29% and 53%), implying that both DSPS students and the economically disadvantaged students were disproportionately impacted (see Table 5.1.4 5.1.6). The Gap Analysis methodology also identified the DSPS and economically disadvantaged subgroups as disproportionately impacted (see Table 5.2.2). Due to the lack of data for multiple terms for foster youth students, the subgroup was excluded from the analysis. Impact Factors for Transfer Rate. The inequities seen in almost all groups are likely due in part to factors the College can control, as well as factors the College cannot control with respect to transfer rates. For example, factors that the College cannot control may include transfer policies and criteria that the transfer institutions hold. Other uncontrollable factors include changes in students academic goals, interests, and personal commitments or obstacles. Factors that may impact inequities that the College can control include the length of course sequences, enrollment management, support geared towards students who are near completion. Other controllable factors include class size, inadequate counseling services, insufficient Supplemental Instruction tutoring, scheduling and scheduling options (e.g., evening, weekend, summer, and accelerated classes), and inconvenient library operating hours. 91

Campus-Based Research: Transfer Table 5.1.1. Transfer Rate by Gender Gender Total Cohort Size Transfer Rate 80-Percent Index Female 4,429 59% 57% 100% Male 3,060 41% 49% 86% Table 5.1.2. Transfer Rate by Ethnicity Ethnicity Total Cohort Size Transfer Rate 80-Percent Index African American 923 12% 39% 52% American Indian 51 1% 45% 60% As ian 523 7% 66% 89% Filipino 466 6% 75% 100% Latino 3,056 41% 46% 62% Pacific Islander 86 1% 70% 93% White 1,732 23% 63% 84% Unreported 652 9% 56% 75% Table 5.1.3. Transfer Rate by Age Age Total Cohort Size Transfer Rate 80-Percent Index Under 18 1,073 14% 49% 83% 18-24 5,471 73% 59% 100% 25-29 388 5% 33% 56% 30-39 303 4% 24% 40% 40-49 177 2% 16% 27% 50 and > 77 1% 16% 26% Note 1. The average transfer rate for the 2006/07, 2007/08 & 2008/09 cohorts are reported above. Note 2. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 92

Campus-Based Research: Transfer Table 5.1.4. Transfer Rate by DSPS Status Total DSPS Transfer Rate 80-Percent Index Cohort Size DSPS 251 3% 16% 29% Not DSPS 7,238 97% 55% 100% Table 5.1.5. Transfer Rate by Economically Disadvantaged Status Economically Disadvantaged Total Cohort Size Transfer Rate 80-Percent Index Economically Disadvantaged 4,872 65% 41% 53% Not Economically Disadvantaged 2,617 35% 77% 100% Table 5.1.6. Transfer Rate by Veteran/Active Duty Military Status Total Veteran/Active Duty Military Transfer Rate 80-Percent Index Cohort Size Veteran/Active Duty Military 367 5% 57% 100% Not Veteran/Active Duty Military 7,122 95% 53% 94% Note 1. The average transfer rate for the 2006/07, 2007/08 & 2008/09 cohorts are reported above. Note 2. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 93

Campus-Based Research: Transfer Table 5.2.1. Transfer Rate by Gender Gender Total Cohort Size Transfer Rate College Average Difference Transfers Lost Female 4,429 59% 57% 53% 3.2% 141 Male 3,060 41% 49% 53% -4.6% -141 Table 5.2.2. Transfer Rate by Ethnicity Ethnicity Total Cohort Size Transfer Rate College Average Difference Transfers Lost African American 923 12% 39% 53% -14.5% -134 American Indian 51 1% 45% 53% -8.3% -4 As ian 523 7% 66% 53% 12.7% 67 Filipino 466 6% 75% 53% 21.3% 99 Latino 3,056 41% 46% 53% -7.4% -225 Pacific Islander 86 1% 70% 53% 16.3% 14 White 1,732 23% 63% 53% 9.6% 167 Unreported 652 9% 56% 53% 2.6% 17 Table 5.2.3. Transfer Rate by Age Age Total Cohort Size Transfer Rate College Average Difference Transfers Lost Under 18 1,073 14% 49% 53% -4.1% -44 18-24 5,471 73% 59% 53% 5.7% 309 25-29 388 5% 33% 53% -20.4% -79 30-39 303 4% 24% 53% -29.7% -90 40-49 177 2% 16% 53% -37.6% -67 50 and > 77 1% 16% 53% -37.8% -29 Note 1. The average transfer rate for the 2006/07, 2007/08 & 2008/09 cohorts is reported above. Note 2. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 94

Table 5.2.4. Transfer Rate by DSPS Status Campus-Based Research: Transfer DSPS Total Cohort Size Transfer Rate College Average Difference Transfers Lost DSPS 251 3% 16% 53% -37.5% -94 Not DSPS 7,238 97% 55% 53% 1.3% 94 Table 5.2.5. Transfer Rate by Economically Disadvantaged Status Economically Disadvantaged Total Cohort Size Transfer Rate College Average Difference Transfers Lost Economically Disadvantaged 4,872 65% 41% 53% -12.7% -617 Not Economically Disadvantaged 2,617 35% 77% 53% 23.6% 617 Table 5.2.6. Transfer Rate by Veteran/Active Duty Military Status Veteran/Active Duty Military Total Cohort Size Transfer Rate College Average Difference Transfers Lost Veteran/Active Duty Military 367 5% 57% 53% 3.3% 12 Not Veteran/Active Duty Military 7,122 95% 53% 53% -0.2% -12 Note 1. The average transfer rate for the 2006/07, 2007/08 & 2008/09 cohorts is reported above. Note 2. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: CCCCO - Data on Demand 95

Campus-Based Research: Transfer Table 5.3.1. City College Overall Transfer Rate 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Average Cohort Percent Cohort Percent Cohort 16370 City College 2,338 55% 2,689 57% 2,462 49% 53% Table 5.3.2. City College Overall Transfer Rate by Gender 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average Female 1,427 57% 1,589 61% 1,413 51% 57% Male 911 51% 1,100 50% 1,049 45% 49% Table 5.3.3. City College Overall Transfer Rate by Ethnicity 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average African American 288 39% 317 43% 318 35% 39% American Indian 17 47% 17 47% 17 41% 45% As ian 174 64% 190 69% 159 65% 66% Filipino 147 74% 153 78% 166 72% 75% Latino 885 47% 1,107 50% 1,064 41% 46% Pacific Islander 30 67% 38 74% 18 67% 70% White 559 66% 637 66% 536 57% 63% Unreported 238 58% 230 55% 184 55% 56% Table 5.3.4. City College Transfer Rate by Age 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average Under 18 338 49% 410 56% 325 41% 49% 18-24 1,712 61% 1,974 61% 1,785 55% 59% 25-29 117 38% 136 35% 135 26% 33% 30-39 93 24% 100 26% 110 22% 24% 40-49 54 17% 47 19% 76 13% 16% 50 and > 24 8% 22 18% 31 19% 16% Note. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: SDCCD Information System 96

Campus-Based Research: Transfer Table 5.3.5. City College Transfer Rate by DSPS Status 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average DSPS 85 16% 77 21% 89 11% 16% Not DSPS 2,253 56% 2,612 58% 2,373 50% 55% Table 5.3.6. City College Transfer Rate by Economically Disadvantaged Status 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average Economically Disadvantaged 1,408 42% 1,765 45% 1,699 36% 41% Not Economically Disadvantaged 930 75% 924 79% 763 77% 77% Table 5.3.7. City College Transfer Rate by Veteran/Active Military Status 2006/07 to 2011/12 2007/08 to 2012/13 2008/09 to 2013/14 Cohort Percent Cohort Percent Cohort Percent Average Veterans/Active Military 140 51% 114 61% 113 59% 57% Not Veterans/Active Military 2,198 55% 2,575 56% 2,349 48% 53% Note. Cohorts include first-time students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Source: SDCCD Information System 97

Goals, Activities, Funding and Evaluation Goal E Goals, Activities, Funding & Evaluation: Transfer The goal is to improve access for the following target populations identified in the college research section as experiencing a disproportionate impact. Gap Analysis Target Population(s) 80% Index Completions Difference Counts Lost Goal Goal Year to reach goal Male 86% -4.6% 141-2.6% 2019-61 African American 52% -14.5% 134-7.5% 2019-65 Latino 62% -7.4% 225-4.4% 2019-90 Under 18 83% -4.1% 44-2.0% 2019-23 25-29 56% -20.4% 79-10.4% 2019-39 30-39 40% -29.7% 90-20.0% 2019-29 40-49 27% -37.6% 67-30.0% 2019-13 50 & over 26% -37.8% 29-30.0% 2019-6 DSPS 29% -37.5% 94-25.0% 2019-31 Economically Disadvantaged 53% -12.7% 617-10.7% 2019-95 Activities: E. Degree and Certificate Completion E.1 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: Male; decrease the percentage point gap from 4.6% to 2.6%. An additional 61 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.1: Improve the transfer rate for male students at City College by focusing the expansion of the second-year experience program: Fund a second-year experience program to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Peer mentors that will check in with second-year students o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for a second-year experience Program. 98

Goals, Activities, Funding & Evaluation: Transfer o Fund activities that promote school spirit and engagement such as a convocation or pinning ceremony. o Fund transfer initiatives. Integrate research into second-year experience program outcomes. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. E.2 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: African American; decrease the percentage point gap from 14.5% to 7.5%. An additional 65 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.2: Improve the transfer rate for African American students at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch of large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into second-year experience program outcomes. 99

Goals, Activities, Funding & Evaluation: Transfer Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X 100

Goals, Activities, Funding & Evaluation: Transfer Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. E.3 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: Latino; decrease the percentage point gap from 7.4% to 4.4%. An additional 90 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.3: Improve the transfer rate for Latino students at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch a large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience Program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into the second-year experience program outcomes. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. 101

Goals, Activities, Funding & Evaluation: Transfer Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. E.4 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: Under 18; decrease the percentage point gap from 4.1% to 2.0%. An additional 23 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.4: Improve the transfer rate for students under 18 at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch a large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience Program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into the second-year experience program outcomes. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. 102

Goals, Activities, Funding & Evaluation: Transfer E.5 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: 25-29; decrease the percentage point gap from 20.4% to 10.4%. An additional 39 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.5: Improve the transfer rate for 25-29 students at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch a large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience Program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into the second-year experience program outcomes. Fund a 50% FTEF counselor for At-risk populations who will serve students and provide support for issues not related to instruction. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. 103

Goals, Activities, Funding & Evaluation: Transfer E.6 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: 30-39; decrease the percentage point gap from 29.7% to 20.0%. An additional 29 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.6: Improve the transfer rate for 30-39 students at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch a large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience Program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into the second-year experience program outcomes. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. 104

Goals, Activities, Funding & Evaluation: Transfer E.7 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: 40-49; decrease the percentage point gap from 37.6% to 30.0%. An additional 13 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.7: Improve the transfer rate for 40-49 students at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch a large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience Program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into the second-year experience program outcomes. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. 105

Goals, Activities, Funding & Evaluation: Transfer E.8 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: 50 & over; decrease the percentage point gap from 37.8% to 30.0%. An additional 6 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.8: Improve the transfer rate for 50 & over students at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch a large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience Program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into the second-year experience program outcomes. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. 106

Goals, Activities, Funding & Evaluation: Transfer E.9 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: DSPS; decrease the percentage point gap from 37.5% to 25.0%. An additional 31 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.9: Improve the transfer rate for DSPS students at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch a large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience Program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into the second-year experience program outcomes. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. 107

Goals, Activities, Funding & Evaluation: Transfer E.10 Activity Types: Outreach, Student Services or Other Categorical Programs, Student Equity Coordination/Planning, Direct Student Support, Research and Evaluation, Target Student Group and Goal: Economically disadvantaged; decrease the percentage point gap from 12.7% to 10.7%. An additional 95 transfers across the three cohorts would eliminate the disproportionate impact. Activity Implementation Plan Activity E.10: Improve the transfer rate for economically disadvantaged students at City College by focusing the expansion of the second-year experience program: Fund targeted second-year experience program activities to ensure students are receiving critical treatments that will keep them engaged and committed to completion and/or transfer. Treatments will include: o Assigned counselors trained in career exploration o Launch a large peer mentor program to increase supports and awareness to encourage completion. o Fund service learning projects that will result in student participation in the annual spring research symposium. o Connect students to successful City College alumni and outside resources to promote completion. o Fund (.50 FTEF) a Student Services Supervisor position that will provide technical and clerical support for the second-year experience Program. o Fund activities that promote engagement including ritual activities. o Fund transfer initiatives. Integrate research into the second-year experience program outcomes. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal The expansion of City College s second-year experience program will ensure that students receive critical treatments that will keep them engaged and committed to completion and/or transfer and decrease performance gaps. Evaluation District research provides an annual report on transfers. Campus research will conduct additional research that focuses on disproportionately impacted groups. 108

Other College or District-wide Initiatives Affecting Several Indicators Other College or District-wide Initiatives Affecting Several Indicators While working on the 2015 Student Equity Plan, it became apparent there would be activities that do not directly address disproportionate impact, but are critical to the implementation of activities identified in the plan. One key area that illustrates this concept is staffing/personnel. Without an adequate level of staffing and support, many of the equity initiatives could not be implemented. The 2015-16 Equity funds will be used to hire a Dean of Equity and administrative support for that position. Having an administrator to coordinate and implement campus equity initiatives will better serve the students and the institution. Equity will partially fund a Dean of Institutional Effectiveness (.21). Through Equity, SSSP, and Accreditation efforts, our campus identified substantial need for an administrator who will lead the charge on integrated planning, effective resource allocation, and compliance with State and Federal policies and procedures. Other staffing needs to carry out equity initiatives include: adjunct counselors, peer mentors, student support technicians, and support for the business services office. The statewide Multiple Measures Assessment Program (MMAP) is a District initiative that will have a significant impact on student access and basic skills completion at City College. SDCCD was selected as one of the California community college districts to patriciate in the pilot program. The program will allow the college to use measures other than Accuplacer for English and math assessment. This will allow the college flexibility to find alternative methods of placing students in English and Math classes. 109

Goals, Activities, Funding & Evaluation: Affecting Several Indicators Goals, Activities, Funding and Evaluation Goal F Activities: F. Activities Affecting Several Goals F.1 Activity Types: Access, Course Completion, Degrees and Certificate Completion, Transfer Target Student Group and Goal: All students identified as having disproportionate impact. Activity Implementation Plan Activity F.1: Through the hiring and funding of key staff members, key personnel will allow SDCC to realize the goals set for in the 2015 Student Equity Plan: Dean, Equity: The permanent dean will lead the charge of all matters on equity at SDCC. Senior Secretary: With the institution of the Office of Equity and the realignment of departments in student services, the dean will need support staff. Dean, Institutional Effectiveness: The dean will lead campus initiatives on integrated planning and annual program review to ensure that campus equity initiatives are included in all levels of planning to include: master planning, budget allocations, and departmental program review. Hourly positions: Funding of several hourly positions that will provide support for student initiatives, business services, and student services. Counselor for At-Risk Populations (second-year program): The position will be 50% funded by equity and 50% by SSSP. The counselor will work with second-year experience students that are identified as higher risk or in need of additional support to progress towards their academic goals. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X X Link to Goal Instituting, implementing, and evaluating equity initiatives require that we bring on additional staffing to assist with the efforts. The 2015 Student Equity Plan addresses personnel needed to fully support campus equity initiatives. Evaluation Point of service and satisfaction surveys administered before and after the hiring of personnel will reveal changes in satisfaction for the impacted departments. F.2 Activity Types: Access, ESL and Basic Skills Course Completion Target Student Group and Goal: Students identified as being disproportionately impacted in the areas of Access and ESL and Basic Skills Course Completion. 110

Goals, Activities, Funding & Evaluation: Affecting Several Indicators Activity Implementation Plan Activity F.2: Allow for multiple measures when placing students in English and mathematics courses. This statewide pilot provides the opportunity for students to be placed at a higher level than their placement test indicates, based on their high school coursework and grades. This initiative considers the impact of multiple measures on students from disproportionately impacted groups. Identify representatives from English and Mathematics to serve on the District MMAP committee. Serve as a Multiple Measures pilot college beginning in 2015/16. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X Link to Goal SDCC will increase student access to transfer-level English and Math courses, which may accelerate a student s path to completion. Evaluation The District research office will evaluate the effects of the implementation of multiple measures at City College. The college research office will evaluate the impact of MMAP on disproportionately impacted groups at City College. F.3 Activity Types: Serving Students of Color Target Student Group and Goal: Male African American and Latino students Activity Implementation Plan Activity F.3: Having identified a pattern of disproportionate impact affecting students who are African American or Latino, particularly those who are also male, SDCC has developed strategies that specifically target reducing disproportionate impact for these men of color. The college will: Focus Professional Development efforts towards faculty and staff being able to effectively engage and serve men of color. Explore opportunities for men of color to engage in campus activities that will promote connection to campus From entrance to completion, work closely with FYE, 2 nd year Experience, and Transfer to provide males of color with strategies for success, completion, and transfer. Work with the Minority Male Community College Collaborative (M2C3) to evaluate campus climate, facilitate inquiry on college success for men of color, and develop targeted interventions. Planned Start and End Dates Student Equity Funds Other Funds Fall 15 - Spring 19 X 111

Goals, Activities, Funding & Evaluation: Affecting Several Indicators Link to Goal Deliberate activities geared towards men of color will serve to mitigate the inequity seen on the majority of indicators in this plan. With students who are African American, Latino, and male performing behind the college average more often than any other group, this data suggests that a comprehensive strategy is needed to help SDCC become more effective at serving these populations, especially students who identify with more than one of these disproportionately impacted groups. The combination of professional development, student services activities, and research and facilitation from M2C3 constitutes a comprehensive strategy to improve access and outcomes for men of color. Evaluation Campus research will work with event coordinators to evaluate these activities. Work with M2C3 will include data collection and analysis that considers the perspectives of students, faculty, and staff. Additionally, campus research will continue to examine areas of crossover among areas of identified disproportionate impact in order to assess whether initiatives improve SDCC s ability to serve male students of color and other higher risk groups. 112

Summary Budget Summary Budget BAM CODE: 1000 Classification Academic Salaries: Position Title(s) # of Hours Outreach Student Services & Categorical Research and Evaluation SE Coordination & Planning Curriculum/ Course Dev. & Adaptation Professional Development Instructional Support Dean, Equity 1.00 $ - $ - $ - $123,213 $ - $ - $ - $ - $123,213 Dean, Institutional Effectiveness 0.21 $ - $ - $ - $30,306 $ - $ - $ - $ - $30,306 Adjunct - Non Classroom 6.50 $ - $ - $28,000 $65,000 $24,000 $ - $10,000 $30,000 $157,000 Counselor, At Risk - EYE 0.50 $ - $32,000 $ - $25,000 $ - $ - $ - $ - $57,000 6, Part-Time Counselor's 3.00 $ - $ - $ - $ - $ - $ - $124,000 $60,000 $184,000 Subtotal $ - $32,000 $28,000 $243,519 $24,000 $ - $134,000 $90,000 $551,519 Direct Student Support Total BAM CODE: 2000 Classification Student Research SE Curriculum/ Direct # of Classified and Other Nonacademic Hours Outreach Professional Instructional Services & Coordination Course Dev. Student Development Support Salaries: Position Title(s) Categorical Evaluation & Planning & Adaptation Support Total 2, Research Assistant 1.50 $ - $ - $30,000 $ - $ - $ - $ - $ - $30,000 Research Support 1.00 $ - $ - $6,000 $ - $ - $ - $ - $ - $6,000 Senior Secretary 1.00 $ - $ - $ - $49,211 $ - $ - $ - $ - $49,211 Student Services Technician 0.50 $ - $26,125 $ - $ - $ - $ - $ - $ - $26,125 3, NANCE, Business, Clerical Aide 3.00 $ - $ - $ - $22,000 $ - $ - $22,000 $ - $44,000 ESOL Tutoring 0.25 $ - $ - $ - $ - $ - $ - $ - $2,200 $2,200 9, Peer Mentors 9.00 $ - $7,600 $ - $ - $ - $ - $ - $32,000 $39,600 6, SI Tutors 6.00 $ - $ - $ - $ - $ - $ - $ - $33,000 $33,000 Student Services Supervisor II 0.50 $ - $ - $ - $ - $ - $ - $ - $41,241 $41,241 Subtotal $ - $33,725 $36,000 $71,211 $ - $ - $22,000 $108,441 $271,377 BAM CODE: 3000 Classification Employee Benefits Student # of Hours Outreach Services & Categorical Research and Evaluation SE Coordination & Planning Curriculum/ Course Dev. & Adaptation Professional Development Instructional Support Dean, Equity 1.00 $ - $ - $ - $ - $ - $ - $ - $32,035 $32,035 Dean, Institutional Effectiveness 0.21 $ - $ - $ - $ - $ - $ - $ - $7,880 $7,880 Adjunct - Non Classroom 6.50 $ - $ - $ - $ - $ - $ - $20,320 $4,800 $25,120 Counselor, At Risk - EYE 0.50 $ - $ - $ - $ - $ - $ - $8,320 $ - $8,320 6, Part-Time Counselors 3.00 $ - $ - $ - $ - $ - $ - $19,840 $9,600 $29,440 2, Research Assistant 1.50 $ - $ - $ - $ - $ - $ - $8,520 $ - $8,520 Research Support 1.00 $ - $ - $ - $ - $ - $ - $720 $ - $720 Senior Secretary 1.00 $ - $ - $ - $ - $ - $ - $22,795 $ - $22,795 Student Services Technician 0.50 $ - $ - $ - $ - $ - $ - $ - $6,793 $6,793 3, NANCE, Business, Clerical Aide 3.00 $ - $ - $ - $ - $ - $ - $6,000 $ - $6,000 ESOL Tutoring 0.25 $ - $ - $ - $ - $ - $ - $ - $264 $264 9, Peer Mentors 9.00 $ - $ - $ - $ - $ - $ - $7,600 $3,840 $11,440 6, SI Tutors 6.00 $ - $ - $ - $ - $ - $ - $ - $3,960 $3,960 Student Services Supervisor II 0.50 $ - $ - $ - $ - $ - $ - $ - $10,722 $10,722 Subtotal $ - $ - $ - $ - $ - $ - $94,115 $79,894 $174,009 Direct Student Support Total 113

Summary Budget BAM CODE: 4000 Classification Supplies & Materials # of Hours Student Services & Categorical Research and Evaluation SE Coordination & Planning Curriculum/ Course Dev. & Adaptation Professional Development Instructional Support Outreach Total Math Center Supplies $ - $ - $ - $ - $ - $ - $95,000 $ - $95,000 Tutoring Center $ - $ - $ - $ - $ - $ - $95,000 $ - $95,000 English Center $ - $ - $ - $ - $ - $ - $95,000 $ - $95,000 Supplies $25,000 $ - $25,000 $ - $ - $ - $ - $50,000 $100,000 Instructional Supplies $ - $ - $ - $ - $ - $ - $69,457 $ - $69,457 Subtotal $25,000 $ - $25,000 $ - $ - $ - $354,457 $50,000 $454,457 Direct Student Support BAM CODE: 5000 Classification Other Operating Expenses and Services Student # of Hours Outreach Services & Categorical Research and Evaluation SE Coordination & Planning Curriculum/ Course Dev. & Adaptation Professional Development Instructional Support Consultants $2,000 $1,500 $25,000 $ - $ - $ - $ - $25,000 $53,500 Travel Professional Development $ - $ - $ - $10,000 $ - $60,000 $ - $20,000 $90,000 Student Activities $25,000 $ - $15,000 $ - $ - $10,000 $25,000 $27,000 $102,000 Marketing, Outreach $59,125 $15,000 $ - $ - $ - $ - $ - $ - $74,125 Contracts $ - $ - $11,500 $25,000 $28,000 $ - $ - $ - $64,500 Subtotal $86,125 $16,500 $51,500 $35,000 $28,000 $70,000 $25,000 $72,000 $384,125 Direct Student Support Total BAM CODE: 6000 Classification Capital Outlay # of Hours Outreach Student Services & Categorical Research and Evaluation SE Coordination & Planning Curriculum/ Course Dev. & Adaptation Professional Development Instructional Support Direct Student Support Subtotal $ - $ - $ - $ - $ - $ - $ - $ - $ - Total BAM CODE: 7000 Classification Other Outgo Student Research SE Curriculum/ Direct # of Hours Outreach Professional Instructional Services & and Coordination Course Dev. Student Total Development Support Categorical Evaluation & Planning & Adaptation Support Subtotal $ - $ - $ - $ - $ - $ - $ - $ - $ - GRAND TOTAL # of Hours Outreach Student Services & Categorical Research and Evaluation SE Coordination & Planning Curriculum/ Course Dev. & Adaptation Professional Development Instructional Support Grand Total $111,125 $82,225 $140,500 $349,730 $52,000 $70,000 $629,572 $400,335 $1,835,487 Direct Student Support Total 114

Summary Evaluation & Process Summary Evaluation and Process Evaluation The goals and activities presented in the Student Equity Report will be evaluated using a myriad of quantitative and qualitative research methods. Qualitative assessments will utilize student and employee surveys, interviews, and/or focus groups. Quantitative analysis will focus on trend data to identify further research studies that can assess the outcomes of specific interventions using more advanced statistical methods. The timeline below details the type, nature, and frequency of meetings relating to Equity that were held at SDCC or attended by staff working on Equity initiatives. Related progress and data will continue to be monitored in this manner throughout the coming year. The Student Equity Workgroup will review additional data regarding groups that are disproportionately impacted, including consideration of the cross-section among disproportionately impacted groups (e.g., age, gender, and ethnicity). The workgroup will be involved in the ongoing assessment and evaluation of the activities detailed under Goals A through F. Finally, evaluation of progress towards the indicators of interest for the Student Equity Plan will be conducted on an annual basis. The Student Equity Workgroup can compare outcomes in the most recent academic year for which data are available, 2014/15, to the prior year or to five-year trends. Beginning in summer of 2016, any changes between 2014/15 and 2015/16 can be considered. Student Equity Meeting Timeline Date Meeting Activity March 6 Student Equity Workgroup Began working with consultant to review equity data and identify priorities. 26 Student Equity Workgroup Reviewed charge and objectives of the workgroup. April 8 Student Equity Workgroup Reviewed Access data, comparing City College population to District and College service areas. 10 Student Equity Workgroup Reviewed Course Retention and Success data, including Basic Skills Math. May 6 Student Equity Workgroup Established criteria for equity funding and identified Basic Skills and Completion as areas of focus. 15 Student Success Initiatives Committee Discussed charge and committee membership. 18 Student Equity Workgroup Prioritized activities and focus areas within Basic Skills and Completion. 22 Student Success Initiatives Committee Discussed progress of Student Equity Workgroup and received SSSP updates. June 29 Student Equity Workgroup Developed detailed activities and budget. Prioritized activities with understanding that not all could be funded with one year's allocation. 115

Summary Evaluation & Process Date Meeting Activity August 17 Flex activity Student Success Initiatives at San Diego City College: Equity, SSSP, and Title V. 20 President's Convocation VPSS addressed college community on student success initiatives. 24 State Chancellor's Office Released Equity Plan template with due date of November 16 September 2 Student Success Initiatives Committee Discussed progress of Student Equity Workgroup and plans for 2015 Equity Plan Template 9 State Chancellor's Office Postponed Student Equity Plan deadline to December 18. 30 State Chancellor's Office Hosted training in Sacramento on Equity Template. Associate Dean of Equity attended training. October 8 Student Equity Workgroup Discussed overview of equity activities from 2014. Members asked to submit costs for activities that address Equity Priorities. 22 Student Success Initiatives Committee Reviewed Student Equity priorities and budget. Passed budget. 26 Academic Senate Requested that Student Equity Workgroup and SSIC reconvene to review process 29 Student Equity Workgroup Reviewed meeting documents and themes. Approved priorities/budget document with minor changes. November 3 Student Success Initiatives Committee Reviewed priorities/budget. Passed by majority. 9 Academic Senate Reviewed Student Equity process and priorities/budget. Passed by majority. 116

Attachments Attachments Student Equity Committee Charge and Composition San Diego City College Student Success Equity Workgroup Workgroup of the City Student Success Initiatives Committee Meeting Days and Times The Workgroup will meet at minimum of three times a semester. More frequent meetings may be required based upon planning initiatives/deadlines. Charge and Decision Making Responsibilities The Student Equity Workgroup reports directly to the Student Success Initiatives Committee (SSIC). The primary purpose of the workgroup is to support and lead innovative campus initiatives in order to strengthen student access, success, and equity. The workgroup makes recommendations to the SSIC regarding student success and equity initiatives, including those outlined in the Student Equity Plan. The Workgroup will provide a platform for collaboration and communication across City College that will result in the integration of equity efforts campus wide. This workgroups/taskforces will directly report back to the SSIC, who subsequently makes recommendations to the Presidents Council. The objective of the Workgroup is to: Develop a shared vision for City College s student success and equity efforts. Advise in the development and implementation of the Student Equity Plan Assist in the development of practices, programs, policies, and procedures that facilitate access, success and completion for all students. Use student success, equity data and research to inform City College priorities and practices. Provide a venue for dialogue so as to fully inform and integrate student success and equity efforts across the campus. Support City College s professional development efforts related to student access, success, and equity. Disseminate information among participants and constituencies regarding student success and equity. Processes data and information timely in order to achieve to effectively move the needle as outlined in the Statewide Student Equity guidelines. Convenes and coordinates appropriate efforts necessary to advise on the completion and execution of the Student Equity Workgroup. Makes recommendations regarding issues and concerns pertaining to Student Equity grant 117

Attachments Student Equity Committee 2014/15 Membership (19 members) Co Chairs: Administrative Chair (VPSS or designee) Faculty Co Chair Administrators* (4; including the co chair) Vice President of Instruction Deans o Instruction o Student Services Faculty*(7; includes co-chair and one counselor) Classified* (3; may include PIO) Associated Students (2) Campus Based Researcher (1) Admissions\Records Student Support Supervisor (1) Student Success Program Leads (2)** Information Technology Representative (1) Communications Representative (1) Financial Aid Representative (1) *Specifically seeking members who represent campus committees focused upon student success and equity, including, but not limited to: Basic Skills, Instructional Council/Cabinet and Student Services Council, larger disciplines with gateway courses, and the Diversity Committee. Faculty and Classified members will be appointed based upon Faculty and Classified Senate recommendations respectively. Adjunct representation is recommended. ** Student Service Council identifies representatives which may include DSPS, EOPS,FYE, etc. Consultants (Non Voting): President Vice President of Administrative Services Public Information Officer 118

Attachments Student Success Initiatives Committee Charge and Composition Student Success Initiatives Committee (SSIC) Standing Committee of Presidents Council Meeting Days and Times The Committee will meet at minimum of two times a semester. More frequent meetings may be required based upon planning initiatives/deadlines. Charge and Decision making Responsibilities The primary purpose of the Committee is to support and lead innovative campus initiatives in order to strengthen student access, success, and equity. The SSIC makes recommendations to the President s Council regarding student success and equity initiatives, including those outlined in the Student Success and Support Program (SSSP) Plan, the Student Equity Plan, and the Developing Hispanic Serving Institutions (DHSI) Program Title V Grant, and other student success initiatives. The SSIC will provide a platform for collaboration and communication across City College that will result in the integration of student success and equity efforts campus wide. The SSIC may establish workgroups/ taskforces to carry out specific objectives, such as the writing, monitoring, and updating of the SSSP, the Student Equity Plan, and/or the DHSI/Title V Plan, and other initiatives. These workgroups/taskforces will directly report back to the SSIC. The objectives of the SSIC are to: Develop a shared vision for City College s student success and equity efforts. Advise in the development and implementation of the Student Success and Support Program (SSSP) Plan, the Student Equity Plan, and the Developing Hispanic Serving Institutions Program Title V Plan. Assist in the development of practices, programs, policies, and procedures that facilitate access, success and completion for all students. Use student success, equity data and research to inform City College priorities and practices. Provide a venue for dialogue so as to fully inform and integrate student success and equity efforts across the campus. Support City College s professional development efforts related to student access, success, and equity. Disseminate information among participants and constituencies regarding student success and equity. 119

Attachments SSIC 2014/15 Membership (17 members) Co Chairs: Administrative Chair (VPSS or designee) Faculty Co Chair Administrators* (4; including the co chair) Vice President of Instruction Deans o Instruction o Student Services Faculty* (5; including co chair) Classified* (2) Associated Students (1) Campus Based Researcher (1) Student Support Supervisor (1) *Specifically seeking members who represent campus committees focused upon student success and equity, including, but not limited to: Basic Skills, Instructional Council/Cabinet and Student Services Council, and the Diversity Committee. Faculty and Classified members will be appointed based upon Faculty and Classified Senate recommendations respectively. Consultants (Non Voting): President Vice Presidents of Administrative Services Public Information Officer 120

City College 2015 Student Equity Scorecard Attachments 121