Shasta College Student Equity Plan By Student Equity Committee 11555 Old Oregon Trail Redding, CA 96049-6006 December 10, 2014
SHASTA COLLEGE Table of Contents Signature Page... 3 Executive Summary... 4 Campus-Based Research... 8 A. ACCESS... 9 B. COURSE COMPLETION... 10 C. ESL and BASIC SKILLS COMPLETION... 12 C.1 Basic Skills English... 12 C.2. Basic Skills Math... 13 C.3. ESL Completion... 14 C.4. Foundational Skills...... 14 D. DEGREE and CERTIFICATE COMPLETION:... 17 D.1. Certificate Completion... 17 D.2. Degree Completion... 18 D.3. CTE Completion... 19 E. TRANSFER:... 20 Goals and Activities... 21 A. STUDENT SUCCESS INDICATOR FOR ACCESS... 22 B. STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION... 25 C. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION.. 27 D. STUDENT SUCCESS INDICATOR FOR DEGREE / CERTIFICATE COMPLETION... 29 E. STUDENT SUCCESS INDICATOR FOR TRANSFER... 30 Budget and sources of funding... 31 Evaluation Schedule and Process... 33 Attachments... 35 Shasta College - Student Equity Plan Signature Page 2
Executive Summary Shasta College - Student Equity Plan Executive Summary 4
EXECUTIVE SUMMARY Mission Statement Shasta College provides a diverse student population with open access to educational programs and learning opportunities, thereby contributing to the social, cultural, intellectual and economic development of our communities. The District offers general education, transfer and career-technical programs, and basic skills education. Shasta College provides opportunities for students to develop critical thinking, effective communication, quantitative reasoning, information competency, community and global awareness, self-efficacy, and workplace skills. Comprehensive student services programs support student learning and personal growth. (Approved by the Board of Trustees 7/9/2014) Institutional Goals 2012-2030 1. Shasta-Tehama-Trinity Joint Community College District will use innovative best practices in instruction and student services for transfer, career technical, and basic skills students to increase the rate at which students complete degrees, certificates, and transfer requirements. 2. Shasta-Tehama-Trinity Joint Community College District will use technology and other innovations to provide students with improved access to instruction and student services across the District s large geographic area. 3. Shasta-Tehama-Trinity Joint Community College District will increase students academic and career success through civic and community engagement with educational institutions, businesses and organizations. 4. Shasta-Tehama-Trinity Joint Community College District will institutionalize effective planning practices through the implementation, assessment, and periodic revision of integrated planning processes that are transparent and participatory and that link the allocation of resources to planning priorities. (Approved by the Board of Trustees 6/13/2012) As stated in the first sentence of the mission statement, Shasta College is committed to providing a diverse student population with access to educational opportunities that result in increasing student skills and earning a certificate or degree. The Shasta College Educational Master Plan was created in 2012 as the primary guiding plan for the district to follow to fulfill its mission. A three-year strategic plan is derived from the Educational Master Plan to target short-term goals and activities. This Student Equity Plan will align with the new strategic plan timeframe of 2015-2018, with 2014-2015 serving as a planning and piloting phase for the Student Equity Plan. The Student Equity Plan will support the efforts of district personnel in providing access and promoting success for all students enrolled at Shasta College. Data presented in this Student Equity Plan provides a blueprint that will guide the college s activities to ensure equal educational opportunities and to promote student success for all students, regardless of race, gender, age, disability, or economic circumstance. 1 This data reveals areas of disparity in access and achievement that result in lower outcomes for specific 1 Senate Bill 860. Shasta College - Student Equity Plan EXECUTIVE SUMMARY 5
groups of students. While the levels of attainment will naturally vary among individuals and groups, it is incumbent upon district personnel to insure that this variation is not the result of unequal treatment, and that educational and student support programs are designed to prevent bias or disadvantage for any groups of students. The population of the geographic region of this district is not considered ethnically diverse. As reported in the 2012 American Community Survey given by the US Census Bureau, 85.4% of the population identifies as White, while 71.2% of Shasta College students identify as White. In terms of the first indicator, access, the college clearly enrolls a higher percentage of students from ethnic minority groups than are found in the general population. Enrollment by students who are low-income is twice the percentage of low income households according to the survey data (60.1% and 29.0% respectively). Available data on current and former foster youth, students with disabilities, and veterans suggest that these groups are substantially underrepresented on campus when compared to population rates. The data shows no disparity in access based on age, but the percentage of enrollment by males as compared to the general population is lower (41.7% compared to 49.4%), while the opposite is true of females (57.6% of enrolled students as compared to 50.6% of the general population). Data for the remaining four indicators for course success, basic skills progress, degree and certificate completion, and transfer rates indicates that there are achievement gaps in various underrepresented student groups. Course success is below the college standard of 70% for students from numerous ethnic groups, as well as for traditional age students (age 18-24). Achievement of students who identify as American Indian or Alaska Native, Black or African American, Hispanic or Latino, or Native Hawaiian or other Pacific Islander are consistently below other groups across most indicators. Given these equity gaps, the initial focus of student equity activities at Shasta College will focus on increasing access for students who are current or former foster youth, students with disabilities, and/or students who are veterans. Activities that support broad student success will also be prioritized, along with initiatives to increase the performance of students who identify as American Indian or Alaska Native, Black or African American, Hispanic or Latino, or Native Hawaiian or other Pacific Islander. The goals and activities to increase access and success for the identified populations reflect our commitment to promoting and equipping a diverse student population with the skills and education needed to fulfill their dreams. Insuring that our campus is welcoming and inclusive for members of diverse groups is of paramount importance. Interventions that strengthen course success, increase access to learning supports, and stimulate steady progress through basic skills and into graduation and transfer are outlined as well. These activities will have a compounding effect on student outcomes, resulting in improvements for targeted groups across all indicators. The efforts to improve access and success for Shasta College students are supported through initiatives and strategies too numerous to include in this plan. Specific interventions from the Shasta College - Student Equity Plan EXECUTIVE SUMMARY 6
Enrollment Management Plan, the Student Success and Support Program Plan, the Basic Skills Initiative, and the Shasta College Strategic Plan are referenced alongside activities in this Student Equity Plan. Funding for these activities extends across the district as indicated in the budget. Shasta College has a robust planning and evaluation cycle that will incorporate the monitoring and evaluation of the Student Equity Plan into the overall cycle of integrated planning. Table 1 was circulated throughout the district to identify the areas of disproportionate impact in a single table. Numbers in bold represent the reference group (when there is one). Numbers in italics indicate disproportionate impact. Rows and columns shaded in gray represent the populations and indicators that the Student Equity committee has made the first priority. Additional information about how reference groups and disproportionate impact are determined is included with each indicator in the document. Student Equity Success Indicators A. Access B. Course Success C.1 Basic Skills English C.2 Basic Skills Math D. Certificate E. Degree F. Transfer Females 1.14 73.1% 43.9% 26.4% 2.2% 19.8% 26.4% Males 0.84 69.5% 32.1% 23.0% 2.9% 17.5% 25.0% Student Equity Target Populations Foster youth 0.54 42.4% UNK UNK UNK UNK UNK Students with disabilities 0.53 71.5% UNK UNK 2.9% 18.4% 21.5% Low-income students 2.07 71.5% 38.7% UNK 2.9% 18.4% 21.5% Veterans 0.33 52.8% UNK UNK UNK UNK UNK American Indian or Alaska Native 1.04 67.3% 30.8% 16.9% 1.8% 11.0% 15.6% Asian 1.85 72.3% 51.9% 33.7% 1.9% 28.4% 40.6% Black or African American 1.88 57.4% 34.1% 10.6% 0.0% 18.5% 32.7% Hispanic or Latino 1.09 67.4% 37.3% 28.4% 1.8% 15.7% 22.0% Native Hawaiian or other Pacific 9.0 60.7% 20.7% 6.2% 0.0% 20.5% 27.0% Islander White 0.83 72.9% 37.8% 25.5% 2.8% 18.5% 27.1% More than one race / Other 1.8 73.2% UNK UNK 1.8% 18.7% 30.9% Age under 18 79.2% Under 20 44.5% 29.2% 1.7% 19.1% 31.7% 18-24 68.3% 20-24 29.5% 20.7% 3.2% 14.0% 17.1% 25-64 76.6% Table 1: Disproportionate Impact Grid 25-39 30.9% 20.7% 4.9% 16.5% 11.5% 40 + 29.2% 18.8% 4.7% 21.8% 12.0% Shasta College - Student Equity Plan EXECUTIVE SUMMARY 7
Campus-Based Research Shasta College - Student Equity Plan Campus-Based Research 8
A. ACCESS Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served. A Proportionality Index (P.I.) was calculated for each enrollment group, reflecting a ratio of the percent of students in that category who are enrolled compared to the percent of that group in the general population, based on the 2012 American Community Survey given by the US Census Bureau. A rating of 1.0 indicates exact proportionality. A rating higher than 1.0 reflects a higher percentage of that group enrolled; a rating of lower than 1.0 reflects a lower percentage of that group enrolled. Those groups with a rating that is 0.80 or lower are determined to have Disproportionate Impact (D.I.) and are marked Y in the column listed D.I. Tri-County Pop. SC Students 2012-13 # % # % P.I. Female 128,701 50.6% 7,043 57.6% 1.14 Male 125,885 49.4% 5,090 41.7% 0.84 D.I. Foster Youth 755 1.3% 82 0.7% 0.54 Y Any disability age 18 to 64 25,493 10.0% 653 5.9% 0.59 Y Non-disabled age 18 to 64 127,473 50.1% 10,469 94.1% Low HHI or Fin Aid 28,596 29.0% 7,340 60.1% 2.07 Not Low HHI or Financial Aid 69,903 71.0% 4,880 39.9% Veterans 26,653 10.5% 426 3.5% 0.33 Y American Indian or Alaska Native 7,249 2.8% 356 2.9% 1.04 Asian 4,778 2.0% 340 3.7% 1.85 Black or African American 2,013 0.8% 184 1.5% 1.88 Hispanic or Latino 29,743 11.7% 1,555 12.7% 1.09 Native Hawaiian or other Pacific 363 0.1% 116 0.9% 9.0 Islander White 217,480 85.4% 8,698 71.2%.83 Some other race /More than one race/unknown 11,250 4.4% 971 7.9% 1.8 Age under 18 58,499 23.0% 880 7.2% Age 18 to 64 152,966 60.1% 11,122 91.0% Age 65 and older 43,299 17.0% 218 1.8% Table A1: Enrollment rates 2012-2013 When comparing the percentage of each population group that is enrolled to the percentage of each group in the adult population with the Shasta-Tehama-Trinity District, most groups do not Shasta College - Student Equity Plan Campus-Based Research 9
show disproportionate impact in access. Exceptions include students with disabilities, foster youth, and veterans. Ongoing research will further disaggregate enrollment information for identified populations to validate the conclusion that they are not disproportionately impacted in access. Data on access to specific instructional programs will also be reviewed more extensively to insure that students from under-represented populations have access to these programs. B. COURSE COMPLETION Ratio of the number of credit courses that students by population group actually complete by the end of the term compared to the number of courses in which students in that group are enrolled on the census day of the term. B.1. Course Success In the 2014 Annual Report for ACCJC, Shasta College indicated that its institution-set standard for successful student course completion was 70%. The Student Equity Committee decided that this would be the threshold used to determine whether members of the identified populations are achieving this goal equitably. As displayed in Table B1, numerous populations are not achieving this standard, indicated by a Y (yes) under D.I. (Disproportionate Impact). Course Success rate D.I. Female 73.1% Male 69.5% Y Foster youth 42.4% Y Students with disabilities 71.5% Low HHI or Fin Aid 71.5% Veterans 52.8% Y American Indian or Alaska Native 67.3% Y Asian 72.3% Black or African American 57.4% Y Hispanic or Latino 67.4% Y Native Hawaiian or other Pacific Islander 60.7% Y White 72.9% Some other race /More than one race 73.2% Age under 18 79.2% Age 18 to 24 68.3% Y Age 25-64 76.6% Table B1: Course Completion (2012-2013) Shasta College - Student Equity Plan Campus-Based Research 10
In addition to the population groups identified in the Student Equity Plan guidelines, Shasta College has identified low course success rates in the population of students age 18-24. Since this population represents 55% of the student body, this rate reflects a large number of traditional-age college students who are not meeting the standard set by Shasta College. Age Groups Course Enrollment Count Success Rate D.I. 1 to 17 2,160 79.21% 18-24 31,665 68.32% Y 25 + 20,407 75.83% Total 54,232 71.59% Table B2: Course Success by age (2012-2013) B.2. Probation/Dismissal The percentage of students from each of the identified groups who either are placed on academic or progress probation or are dismissed is presented below. These percentages reflect a 4-yr average. The reference group would be the group with the lowest percentage. Disproportionate impact is identified in any group that exceeds 120% of the rate for the lowest group. Probation/ dismissal rate D.I. Female 18.3% Male 23.5% Y Foster youth 47.6% Y Students with disabilities 22.7% Low HHI or Fin Aid 26.3% Veterans 23.7% American Indian or Alaska Native 26.9% Y Asian 20.5% Black or African American 32.4% Y Hispanic or Latino 23.4% Y Native Hawaiian or other Pacific Islander 28.2% Y White 19.5% Some other race /More than one race 27.1% Y Age under 20 24.5% Y Age 20 to 24 27.2% Y Age 25-39 17.6% Table B3: Probation/Dismissal (2012-2013) Shasta College - Student Equity Plan Campus-Based Research 11
C. ESL and BASIC SKILLS COMPLETION Ratio of the number of students by population group who complete a degreeapplicable course after having completed the final ESL or basic skills course compared to the number of those students who complete such a final course. The Shasta College Student Success Scorecard tracks students who started below transfer level in English, Math, and ESL and completed a college-level course within the same discipline. Data is not currently available for several of the student equity target populations (indicated as UNK). Likewise, information on gender and ethnicity was not available for all students. Disproportionate Impact (D.I.) is determined by identifying a reference group (the highest performing ethnicity group), and then calculating an achievement rate that is 80% or below the rate of this reference group. This method is known as the 80% rule. The reference group is highlighted in bold print. Groups with a Y (yes) in the last column are identified as disproportionately impacted. C.1 Basic Skills English Progress in English shows a disproportionate impact on students from all ethnic groups other than Asian, for males, and for students age 20 and older. Basic Skills English Size Rate D.I. Cohort 5-year average 797.4 38.3% Female 379.6 43.9% Male 335.6 32.1% Y Foster youth UNK UNK Students with disabilities UNK UNK Low HHI or Fin Aid UNK UNK Veterans UNK UNK American Indian or Alaska Native 33.4 30.8% Y Asian 20.6 51.9% Black or African American 12.2 34.1% Y Hispanic or Latino 64.6 37.3% Y Native Hawaiian or other Pacific Islander 8.8 30.4% Y White 466.6 37.8% Y Some other race /More than one race UNK UNK Age under 20 456.4 44.5% Age 20 to 24 158.6 29.5% Y Age 25 to 39 125.0 30.9% Y Age 40 + 57.4 29.2% Y Table C1: Basic Skills English Shasta College - Student Equity Plan Campus-Based Research 12
C.2. Basic Skills Math Disproportionate impact on progress in math affects students who identify in all racial groups except Asian and Hispanic or Latino, and in students age 20 and older. Basic Skills Math Size Rate D.I. Cohort 5-year average 1602.0 24.5% Female 860.4 26.4% Male 577.0 23.0% Foster youth UNK UNK Students with disabilities UNK UNK Low HHI or Fin Aid UNK UNK Veterans UNK UNK American Indian or Alaska Native 57.6 16.9% Y Asian 25.2 33.7% Black or African American 23.4 10.6% Y Hispanic or Latino 100.6 28.4% Native Hawaiian or other Pacific Islander 12.2 6.2% Y White 985.6 25.5% Y Some other race /More than one race UNK UNK Age under 20 761.0 29.2% Age 20 to 24 337.6 20.7% Y Age 25 to 39 323.4 20.7% Y Age 40 + 184.2 18.8% Y Table C2: Basic Skills Math Shasta College - Student Equity Plan Campus-Based Research 13
C.3. ESL Completion Progression from ESL courses into college-level English courses show a disproportionate impact for students from all ethnic groups except Asian and Native Hawaiian or other Pacific Islander, and students under 20 years old and above 24 years old. ESL 5-yr average D.I. Cohort rate 17.8% Female 18.5% Male 15.3% Foster youth Students with disabilities Low HHI or Fin Aid Unk Unk Unk Veterans UNK American Indian or Alaska Native 25.0% Y Asian 38.3% Black or African American -- Hispanic or Latino 15.9% Y Native Hawaiian or other Pacific Islander 41.7% White 10.2% Y Some other race /More than one race UNK Age under 20 18.7% Y Age 20 to 24 29.2% Age 25 to 39 19.4% Y Age 40 + 6.2% Y Table C3: English as a Second Language C.4. Foundational Skills The data in Tables C4-C8 was distributed as a part of the Program Review process for the Foundational Studies Program, which includes Basic Skills English, Math, and ESL. As previously mentioned, Shasta College has set a standard for course completion of 70%. In Basic Skills English courses, 49% of the courses reflect the standard of 70% course success rate. However, 83% of the students enrolled in Basic Skills English are enrolled in Engl-270, Engl-280, and Engl-190, courses which did not meet the standard. Engl-190 is the gateway course into college level English. Shasta College - Student Equity Plan Campus-Based Research 14
2010-11 2011-12 2012-13 Course 2010U 2010F 2011S 2011U 2011F 2012S 2012U 2012F 2013S Average ENGL-348 82.1% 69.7% 93.9% 75.0% 64.9% 66.7% 75.3% ENGL-350 69.2% -- 68.2% 74.4% ENGL-260 71.4% 69.2% 82.8% 64.3% 80.0% 50.0% 70.3% ENGL-270 61.4% 56.3% 59.3% 62.2% 68.0% 71.0% 62.6% ENGL-280 61.4% 64.4% 56.2% 64.1% 53.9% 62.3% 60.0% ENGL-190 82.0% 62.9% 56.0% 93.3% 58.8% 53.6% 66.7% 63.6% 55.9% 60.2% Table C4: Basic Skills English Course Success Basic Skills math courses are listed in sequence; Math-220 is the lowest level math course, and Math 102 and Math 110 are the gateway courses into transfer level math. Fifty-seven percent (57%) of math courses reflect the course success standard of 70% success. Enrollment in Math Basic Skills courses is high; a total of 3,520 students are represented in these courses, more than double the number that are enrolled in Basic Skills English courses. 2010-11 2011-12 2012-13 Course 2010U 2010F 2011S 2011U 2011F 2012S 2012U 2012F 2013S Average MATH-220 86.2% 55.0% 58.8% 51.5% 56.5% 86.2% 61.6% 52.7% 57.8% MATH-240 80.7% 72.4% 69.7% 72.0% 75.8% 94.3% 67.2% 72.2% 72.1% MATH-100 70.0% 75.0% 63.3% 60.7% 43.6% 58.8% 62.5% MATH-101 71.3% 56.4% 50.2% 73.5% 56.7% 54.0% 78.2% 54.3% 58.2% 56.2% MATH-110 72.7% 62.7% 78.3% 79.7% 81.5% 82.8% 76.6% MATH-102 60.4% 61.4% 65.3% 75.5% 50.9% 63.8% 71.4% 56.5% 63.4% 60.8% Table C5: Basic Skills Math Course Success In Basic Skills ESL courses, 52% of the courses match the standard set by Shasta College of 70% or above. Course enrollment in these non-credit courses averaged 222 students each semester, and 68% of these students were enrolled in the courses that did not, on average, meet the course success standard (ESL-331, ESL-332, and ESL-333). 2010-11 2011-12 2012-13 Course 2010U 2010F 2011S 2011U 2011F 2012S 2012U 2012F 2013S Average ESL-385 64.1% 100.0% 100.0% 84.1% 81.3% 64.8% 79.6% ESL-378 -- -- ESL-336 68.0% -- -- -- -- 72.0% ESL-334 67.6% 80.0% 73.7% 75.0% 60.0% -- 71.3% ESL-333 75.0% 73.9% 85.7% 43.4% 43.3% -- 61.8% ESL-332 72.7% 64.3% 71.4% 59.2% 38.1% 59.6% ESL-331 62.3% 59.0% 50.0% 62.5% 37.7% -- 54.9% ESL-138 81.8% 81.8% ESL-137 93.3% -- 91.3% Table C6: Basic Skills ESL Shasta College - Student Equity Plan Campus-Based Research 15
The final category of courses within the Foundational Skills area are not Basic Skills courses, but rather serve as skills building classes for student success. SDEV courses are GED preparation courses; STU courses are student development courses such as College Success, Orientation to College, College Study Skills, and Career Choice. By far, the greatest enrollment is in the STU-1 College Success Course. The average success rate for this course is 62.5%. 2010-11 2011-12 2012-13 Course 2010U 2010F 2011S 2011U 2011F 2012S 2012U 2012F 2013S Average SDEV-301 54.2% 58.2% 70.2% 63.2% 61.9% 52.7% 60.2% SDEV-302 80.0% 80.6% 65.9% 61.5% 50.0% 81.8% -- 67.3% STU-1 72.0% 61.3% 56.1% 68.9% 59.3% 82.6% 61.0% 57.7% 62.5% STU-50 73.3% 71.9% 92.3% 76.0% STU-70 58.3% 58.3% STU-90 76.9% 85.7% 60.9% 75.8% 44.8% 73.5% 75.0% STU-92 86.2% 77.6% 88.9% 85.3% 78.1% 86.4% 83.3% Table C7: Student Development Course Success Course success rates in all Foundational Skills courses by gender and ethnic population are also presented. If the standard of 70% course success rate is applied, then all groups are performing below the standard, with students who identify as Black or African American and as Native Hawaiian or other Pacific Islander demonstrating average course success rates that are 10-15% lower than the average of 60% for all ethnic groups. Success Rate 2010-11 2011-12 2012-13 Average Female 68.1% 68.4% 68.0% 68.2% Male 63.4% 61.6% 63.4% 62.8% American Indian or Alaska Native 64.9% 63.8% 62.3% 63.7% Asian 66.8% 64.6% 69.9% 67.1% Black or African American 48.0% 45.8% 56.3% 50.0% Hispanic or Latino 64.9% 61.4% 61.6% 62.6% Native Hawaiian or Pacific Islander 55.9% 58.8% 22.7% 45.8% White 66.3% 67.0% 67.2% 66.8% More than one race 64.8% 55.9% 63.9% 61.5% Table C8: Foundational Skills Course Success by Ethnicity and Gender Shasta College - Student Equity Plan Campus-Based Research 16
D. DEGREE and CERTIFICATE COMPLETION Ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal. Disproportionate Impact (D.I.) for degree and certificate completion is determined in the same manner as it was for Basic Skills courses. The reference group is highlighted in bold print. Groups with a Y (yes) in the last column are identified as disproportionately impacted. D.1. Certificate Completion Certificate completion from 2003-2008 was calculated for the Student Success Scorecard. Results of the 5-year average indicated a disproportionate impact on completing a certificate for female students and for students from all ethnic groups other than White. Students with disabilities and students who are low-income completed certificates at a higher rate than students who did not have disabilities or were not low-income. Finally, students who were older than age 25 were far more likely to earn a certificate, with students who are age 24 and younger disproportionately impacted in earning a certificate. Certificate completion rate D.I. Female 2.2% Y Male 2.9% Foster youth UNK Students with disabilities 2.9% Low HHI or Fin Aid 2.9% Veterans UNK American Indian or Alaska Native 1.8% Y Asian 1.9% Y Black or African American 0.0% Y Hispanic or Latino 1.8% Y Native Hawaiian or other Pacific Islander 1.5% Y White 2.8% Some other race /More than one race 1.8% Y Age under 20 1.7% Y Age 20 to 24 3.2% Y Age 25-39 4.9% Age 40+ 4.7% Table D1: Certificate Completion Shasta College - Student Equity Plan Campus-Based Research 17
D.2. Degree Completion A 5-year average of students earning an Associate Degree reflects a disproportionate impact on students from all ethnic groups except Asian, and on students age 20-39. The disproportionate impact on students age 20-39 is especially disconcerting since this age group constitutes 57% of the enrolled students. Degree completion rate D.I. Female 19.8% Male 17.5% Foster youth UNK Students with disabilities 18.4% Low HHI or Fin Aid 18.4% Veterans UNK American Indian or Alaska Native 11.0% Y Asian 28.4% Black or African American 18.5% Y Hispanic or Latino 15.7% Y Native Hawaiian or other Pacific Islander 13.4% Y White 18.5% Y Some other race /More than one race 18.7% Y Age under 20 19.1% Age 20 to 24 14.0% Y Age 25-39 16.5% Y Age 40+ 21.8% Table D2: Degree Completion Shasta College - Student Equity Plan Campus-Based Research 18
D.3. Career Technical Education (CTE) Completion The CTE completion rate is the percentage of students who were tracked for six years, completed more than eight units in courses classified as career technical education (or vocational) in a single discipline, and completed a degree, certificate or transferred. CTE completion data suggests a disproportionate impact for students who identify as American Indian or Alaska Native, Hispanic or Latino, or Native Hawaiian or Pacific Islander. CTE 5-yr average D.I. Cohort size 797 Cohort rate 54.0% Female 58.7% Male 51.7% Foster youth Students with disabilities Low HHI or Fin Aid UNK UNK UNK Veterans UNK American Indian or Alaska Native 44.7% Y Asian 68.8% Black or African American 68.1% Hispanic or Latino 53.9% Y Native Hawaiian or other Pacific Islander 53.2% Y White 56.6% Some other race /More than one race UNK Age under 20 55.2% Age 20 to 24 51.5% Age 25 to 39 54.8% Age 40 + 53.1% Table D3: CTE Completion Shasta College - Student Equity Plan Campus-Based Research 19
E. TRANSFER Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English to the number of students in that group who actually transfer after one or more (up to six) years. The transfer rate was calculated for the Student Success Scorecard. Results of the 5-year average using the 80% rule indicated a disproportionate impact on transferring for students from all ethnic groups except Asian. Transfer rates were also low for students with disabilities, students with low income, and students age 20 and older. Students who are transfer prepared have completed at least 60 units with a GPA of 2.0 or higher. Students who identify as Black or African American, and American Indian or Alaska Native are disproportionately impacted in transfer preparation. Additionally, transfer preparation rates are low for students age 20 and older. Transfer prepared rate D.I. Transfer rate D.I. Female 24.2% 26.4% Male 19.5% 25.0% Foster youth UNK UNK Students with disabilities 21.6% 21.5% Low HHI or Fin Aid 21.6% 21.5% Veterans UNK UNK American Indian or Alaska Native 11.5% Y 15.6% Y Asian 25.4% 40.6% Black or African American 13.4% Y 32.7% Y Hispanic or Latino 21.5% 22.0% Y Native Hawaiian or other Pacific Islander 20.9% 29.6% Y White 21.9% 27.1% Y Some other race /More than one race 22.8% 30.9% Y Age under 20 25.4% 31.7% Age 20 to 24 14.4% Y 17.1% Y Age 25-39 12.3% Y 11.5% Y Age 40+ 13.8% Y 12.0% Y Table E1: Transfer Shasta College - Student Equity Plan Campus-Based Research 20
Goals and Activities Shasta College - Student Equity Plan Goals and Activities 21
For all goals and activities in this section, the date listed reflects when the activity will be launched or implemented. Most will be ongoing activities. For many of the goals, baseline data will need to be collected, and specific instruments and data collection methodology will need to be established. A. STUDENT SUCCESS INDICATOR FOR ACCESS Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served A. Access Goals GOAL A.1 ACTIVITY A.1.a Oct 2014 ACTIVITY A.1.b Oct 2014 ACTIVITY A.1.c Oct 2014 Raise cultural awareness, respect, and inclusion in our community of all groups, including those traditionally underrepresented due to cultural, ethnic, language, gender, class/socioeconomic, and/or sexual orientation status. Delegate responsibilities for research, marketing, program planning, administration, and coordination of Student Equity Plan implementation to current administrators. Responsible Administrator Vice President of Student Services Hire full-time Associate Dean of Access and Equity to oversee and coordinate student equity activities. Responsible Administrator Vice President of Student Services Create and implement a marketing/promotional plan that will establish guidelines for cultural sensitivity and inclusion for traditionally underrepresented groups. Responsible Administrators Director of This activity aligns with the Marketing, Associate Dean of Access and Equity Enrollment Management Plan ACTIVITY A.1.d Jan 2015 ACTIVITY A.1.e Jan 2015 Collaborate with initiatives from Enrollment Management Plan, Student Support and Success Program Plan, and Outreach Plan to insure that student ambassadors and mentors are representative of the identified equity populations. Responsible Administrators - Dean of Enrollment Services, Associate Dean of Access and Equity Establish memberships and subscriptions for professional organizations, journals, and higher education associations that promote access and success for students from equity populations. Responsible Administrator Associate Dean of Access and Equity Shasta College - Student Equity Plan Goals and Activities 22
ACTIVITY A.1.f Feb 2015 ACTIVITY A.1.g March 2015 ACTIVITY A.1.h March 2015 Conduct a climate survey measuring institutional awareness and inclusion of students from culturally diverse groups and other special populations (current or former foster youth, students with disabilities, students who are low-income and veterans). Responsible Administrators - Associate Dean of Access and Equity, Director of Research and Planning Create web pages on the college website to promote awareness of diverse culture groups, publicize college and community activities, and invite participation in campus and community activities that celebrate the contributions of all students in the identified equity populations. Responsible Administrators Associate Dean of Access and Equity, Webmaster Liaison with community cultural groups, hosting focus groups with service clubs and other community organizations to note member perceptions of Shasta College, and formalizing links to community cultural groups. This activity Responsible Administrator Associate Dean of Access and Equity aligns with the Enrollment Management Plan ACTIVITY A.1.i May 2015 Institute and expand campus centers for special populations, including a cultural enrichment center, that will highlight the needs and accomplishments of students who are historically underrepresented, promote college and community cultural activities, serve as a clearinghouse of information regarding activities and initiatives for students from diverse backgrounds, and promote inclusion and engagement by students from all underrepresented groups. Responsible Administrator Associate Dean of Access and Equity EXPECTED OUTCOMES A.1 Results of surveys and questionnaires will demonstrate that at least 70% of student responses reflect a positive and welcoming campus climate for individuals from diverse or disadvantaged backgrounds. Enhance cultural sensitivity within both the college and the district as reported on surveys and self-report inventories. Increase college readiness, concurrent enrollment, and exchange of information between college counselors and high school students from diverse backgrounds. Improve awareness of services and programs available at Shasta College for students with disabilities, veterans, and former or current foster youth students as measured by responses to outreach activities. Collect baseline data in order to establish improvement standards. Shasta College - Student Equity Plan Goals and Activities 23
GOAL A.2 Increase the number of current and former foster youth, students with disabilities and veterans and assist them with their acclimation to the campus environment. ACTIVITY A.2.a Jan 2015 ACTIVITY A.2.b March 2015 Hire part-time equity outreach counselor to collaborate with community agencies and provide direct counseling services at extended education locations. Responsible Administrator Associate Dean of Access and Equity Publicize upcoming class schedules to prospective students throughout the district. Responsible Administrator Dean of Enrollment Services EXPECTED OUTCOMES A.2 Improve access and educational opportunity for all students including students with disabilities, former or current foster youth, and Veterans as demonstrated through positive responses on follow-up questionnaires. Increase unduplicated headcount for students with disabilities, former or current foster youth, and veterans by 3% by June, 2018. GOAL A.3 ACTIVITY A.3 Jan 2015 Maintain ethnic diversity of student body that reflects demographics of local community and monitor access to all programs and services within the district. Expand and extend research on student equity populations. Responsible Administrators Director of Research and Planning, Associate Dean of Access and Equity EXPECTED OUTCOME A.3 Modifications to curriculum, programs, and services will be linked to specific, detailed, disaggregated data about needs and services for students, especially the student equity groups identified in this plan. Shasta College - Student Equity Plan Goals and Activities 24
B. STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION Ratio of the number of credit courses that student by population group actually complete by the end of the term compared to the number of courses in which students in that group are enrolled on the census day of the term GOAL B.1 Increase the awareness and skills of administrators, faculty, and staff in providing culturally relevant and sensitive instruction and support to all students. ACTIVITY B.1 Oct 2014 Launch ongoing professional development opportunities for all administrators, faculty and staff focusing on best practices in serving underrepresented student population, creating a positive and welcoming campus climate, and training in culturally relevant pedagogy. Responsible Administrators Vice President of Student Services, Vice President of Instruction, Associate Dean of Access and Equity, and Associate Vice President of Human Resources Expected Outcome B.1 Increase in the incorporation of cultural diversity content in curricula, workshops, and student activities. GOAL B.2 Increase overall course success rate of underrepresented students, with a specific focus on current and former foster youth, veterans, and students who identify as American Indian or Alaska Native, Black or African American, Hispanic or Latino, or Native Hawaiian or other Pacific Islander. ACTIVITY B.2.a Jan 2015 Expand and increase student learning support activities including but not limited to campus learning centers and Student Success workshops. Responsible Administrator Associate Dean of Foundational Skills/Adult Aligns with the Enrollment Management Plan and the Basic Skills Initiative Plan. Education ACTIVITY B.2.b Increase access to textbooks through campus-wide lending libraries, Jan 2015 library reserves, and other services. Responsible Administrators Associate Dean of Access and Equity, Dean of Library Services and This activity aligns with the Enrollment Management Plan. Instructional Technology ACTIVITY B.2.c March 2015 Implement pilot English and Math Success Academies. Responsible Administrator Associate Dean of Foundational Skills/Adult Aligns with the Enrollment Management Plan Education Shasta College - Student Equity Plan Goals and Activities 25
ACTIVITY B.2.d March 2015 ACTIVITY B.2.e June 2015 Evaluate and acquire effective student-based technologies designed to improve classroom performance and course completion. Responsible Administrator Vice President of Student Services; Director of Aligns with Strategic Plan Information Technology Launch summer bridge activities for incoming students including those from groups with disproportionate impact in course success. Responsible Aligns with Administrator Associate Dean of Access and Equity Enrollment Management Plan ACTIVITY B.2.f June 2015 ACTIVITY B.2.g Oct 2015 Expand and diversify College Success course offerings to increase course success rates and improve overall college success skills. Responsible Administrators Associate Dean of Access and Equity, Dean of Enrollment Services, and Associate Dean of Foundational Skills/Adult Education Implement pilot follow-up strategies to support the follow-up services for at-risk students. Responsible Administrator Dean of Enrollment Services Aligns with the Enrollment Management Plan and Student Support and Success Program Plan EXPECTED OUTCOME B.2 Course success rates for groups with disproportionate impact will increase 2% by June, 2018. Overall participation in student learning activities such as college success classes, learning centers, and student success workshops will increase 3% by June, 2018. Participants in summer bridge programs will demonstrate increased self-reported college readiness and academic skills as measured by pre-post assessments. Shasta College - Student Equity Plan Goals and Activities 26
C. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION Ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or basic skills course to the number of those students who complete such a final course GOAL C.1 Increase the number of students completing degree-applicable English courses who began their studies in basic skills English courses. (This goal is derived from the Strategic Plan). ACTIVITY C.1.a Dec 2014 ACTIVITY C.1.b May 2015 Implement a pilot acceleration framework in Basic Skills Responsible Administrators Dean of Enrollment Services, Associate Dean of Aligns with Basic Skills Plan Foundational Studies/Adult Education Scale up the Proactive Counseling model to include at least four counselors and 12 faculty members. Responsible Administrators Dean of Enrollment Services, Associate Dean of Foundational Studies/Adult Aligns with the Basic Skills Plan Education EXPECTED OUTCOMES C.1 Increase the persistence rate in Basic Skills English courses from fall to spring and from fall to fall by 2% each year. Increase the number of students from disproportionately impacted groups who complete a transfer level English course within three years of entry into the Basic Skills sequence by 5% by June, 2018. GOAL C.2 Increase the number of students completing degree-applicable math courses who began their studies in basic skills math courses. (This goal is derived from the Strategic Plan). ACTIVITY C.2.a Develop Supplemental Instruction for use in Basic Algebra (Math 101) May 2015 and Intermediate Algebra (Math 102), providing training to faculty, staff, and student tutors. Responsible Administrator Associate Dean of Aligns with the Basic Skills Plan Foundational Skills/Adult Education ACTIVITY C.2.b June 2015 Expand Summer Math Camp to include Math 101 (2 levels below transfer) and Math 102 level students (1 level below). Responsible Administrator Associate Dean of Foundational Skills/Adult Education Aligns with the Basic Skills Plan Shasta College - Student Equity Plan Goals and Activities 27
ACTIVITY C.2.c Aug 2015 Participate in Path2Stats program, developing curriculum and offering four sections of pre-stats (Math 114). Responsible Administrator Dean Aligns with the Basic Skills Plan of Science, Language Arts, and Mathematics EXPECTED OUTCOMES C.2 Increase the persistence rate in Basic Skills Math from fall to spring and from fall to fall by 2% each year. Increase initial math placement level by at least one level in 50% of students who participate in summer Math Camp activities. Increase the number of students from disproportionately impacted groups who complete a transfer level math course within three years of entry into the Basic Skills sequence by 5% by June, 2018. Shasta College - Student Equity Plan Goals and Activities 28
D. STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE COMPLETION Ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal GOAL D. ACTIVITY D.1 Dec 2015 ACTIVITY D.2 Dec 2015 Increase the percentage of degree and certificate completion rates by Shasta College students, particularly underrepresented students. Develop a process for identifying students from targeted groups who are close to completion of a degree or certificate and encourage their completion. Responsible Administrators Dean of Enrollment Services, This aligns with the Enrollment Management Plan Associate Dean of Access and Equity Develop orientations and informational brochures, and conduct academic planning workshops to advise students about degree and certificate requirements and the need to submit petitions for graduation. Responsible Administrators Dean of Enrollment Services, Associate Dean of Access and Equity EXPECTED OUTCOME D Completion rates for degrees and certificates earned by members of groups with disproportionate impact will increase by 3% by June, 2018. Shasta College - Student Equity Plan Goals and Activities 29
E. STUDENT SUCCESS INDICATOR FOR TRANSFER Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English to the number of students in that group who actually transfer after one or more (up to six) years GOAL E. ACTIVITY E.1 March 2015 ACTIVITY E.2 Aug 2015 Increase the transfer rates by Shasta College students, particularly underrepresented students. Identify and promote ADTs (Associate Degrees for Transfer) and success stories of transfer students, especially students from groups identified as disproportionately impacted in transfer readiness and completion. Responsible Administrators - Dean of Enrollment Services, Associate Dean of Access and Equity, and Director of Marketing Promote transfer activities such as university field trips, on-campus university representatives, and transfer workshops. Responsible Administrator Dean of Enrollment Management EXPECTED OUTCOME E Transfer rates for students from disproportionately impacted groups will increase by 3% by June, 2018. Shasta College - Student Equity Plan Goals and Activities 30
Budget Shasta College - Student Equity Plan Budget 31
The Student Equity Budget is structured around the activities listed under each equity goal. The sources for funding under the Other column will be noted below. The budget for 2014-2015 is more fully developed and reflects activities scheduled through June, 2015. An estimated budget for each of the three remaining years is also included. This budget is subject to change based on the outcomes and goals achieved through the activities as they are implemented. 2014-2015 Annual 2015-2018 Student Equity Student Equity funding Other funding Other PT faculty $30,000 $22,000 $45,000 $24,000 Administrative staff $170,716 $62,500 $210,488 $100,000 Classified staff $12,945 $13,000 $30,000 $32,000 Classified staff- Supervisory $14,096 $15,000 Student workers $25,000 $25,000 Benefits $60,877 $34,125 $79,400 $37,440 Advertising $25,000 $5,000 Printing $20,000 $5,000 Supplies - outreach $10,000 $5,000 Supplies - office $7,500 $7,500 Supplies - textbooks $20,000 $20,000 Equipment $5,000 Travel - staff $10,000 $5,000 Travel - other $7,500 $5,000 Consultants $52,500 $40,000 Service fees - survey $25,000 Service fees $35,254 $25,000 Field Trips $4,000 $518,888 $144,125 $518,888 $200,940 Table F - Budget SOURCES OF FUNDING Student Equity Funding Basic Skills Initiative Student Success and Support Program Shasta-Tehama-Trinity Joint Community College District Shasta College - Student Equity Plan Budget 32
Evaluation Schedule and Process Shasta College - Student Equity Plan Evaluation Schedule and Process 33
EVALUATION SCHEDULE AND PROCESS Integrated planning at Shasta College is a comprehensive set of processes that are linked to one another so that there is an ongoing and systematic cycle of assessment, goals and objectives, program review, resource allocation, plan implementation, and re-assessment. This annual cycle engages all program and service areas in a process of data analysis, goal-setting, and outcome assessment. The Student Equity Plan will be integrated into this planning cycle. The Student Equity Committee is committed to evaluating the services and activities it sponsors in order to demonstrate accountability, assess program quality and effectiveness, better understand the impact of desired results achieved, and facilitate engagement in continuous program improvement. The Student Equity Committee in cooperation with the Associate Dean of Access and Equity will be responsible for establishing broad monitoring and evaluation procedures and will guide program planners in setting measurable program outcomes and collecting meaningful data. Each administrator who is identified as being responsible for activities within the Student Equity Plan will be responsible for data collection, monitoring, and evaluation, and will provide annual updates on the implementation of activities along with information on the outcomes and the impact on student access and success. The activities may be modified, including changes to financial resources, personnel, and procedures, to insure improvement in desired outcomes. An evaluation of the allotted resources as well as the goals, activities, and outcomes will be presented to College Council by the Student Equity Planning Committee annually as a part of the integrated planning process. Ongoing data collection and analysis may reveal areas of disproportionate impact that differ from the initial data. This occurrence may necessitate a revision of the student equity objectives and activities. Ongoing research will also explore the effectiveness of services and interventions to encourage best practices and outcome-oriented initiatives. Shasta College - Student Equity Plan Evaluation Schedule and Process 34
Attachments Shasta College - Student Equity Plan Attachments 35
ATTACHMENTS A. Membership Student Equity Committee B. Strategic Plan C. Student Success and Support Program Plan D. Enrollment Management Plan E. Outreach Plan F. Basic Skills Initiative Report Shasta College - Student Equity Plan Attachments 36
ATTACHMENT A Student Equity Committee 2012-2013 Participants Marc Beam Kevin O Rorke Liz Kohn Sylvia Ruano Mike Mari Jeanette Velasquez Kendall Crenshaw Bethany Schaarschmidt Teresa Doyle Chelle Sugimoto Tina Duenas Lillian Nugent Eddie McAllister Kate Mahar Joanna Call Chante Catt Director of Research and Planning Administrator Vice President of Student Services Administrator TRiO Educational Talent Search Administrator TRiO Upward Bound / Student Support Services Associate Dean of Physical Education/Athletics Faculty - TRiO Student Support Services Faculty Disabled Students Programs and Services Faculty Nutrition Faculty Student Success Coordinator Faculty Mathematics Classified Staff Student Services Classified Staff Dean of Enrollment Office Community Representative Community Representative Student Representative Student Representative 2013-2014 Chair Sandra Hamilton Slane Members Sylvia Ruano Jeanette Velasquez Kendall Crenshaw Chelle Sugimoto Heidi Dias Myra Urbanski Kehinde Adesina Eddie McAllister Chris LaMarr David Parker Debbie Goodman Sharon Brisolara Administrator Associate Dean of Student Services Administrator TRiO Upward Bound / Student Support Services Faculty - TRiO Student Support Services Faculty Disabled Students Programs and Services Faculty Mathematics Classified Staff Extended Opportunity Programs and Services Classified Staff TRiO Student Support Services Administrator TRiO Educational Talent Search Community Representative Community Representative Student Representative Faculty College Nurse Part-time faculty Sociology Shasta College - Student Equity Plan Attachments 37
Other Participants Kevin O Rorke Marc Beam Mike Mari Amy Schutter Andrew Fields Lance Spencer VP of Student Services Director of Research and Planning Associate Dean of Physical Education/Athletics Director of Grant Development Associate Dean of Extended Education Student Representative Shasta College - Student Equity Plan Attachments 38