Cerritos College 2014 Student Equity Plan

Transcription

1 Cerritos College 2014 Student Equity Plan November 12, 2014

2

3 Cerritos College Student Equity Plan Table of Contents Signature Page... 5 Student Equity Plan Subcommittee... 7 Executive Summary... 9 Target Groups Goals Activities Resources Contact Person/Student Equity Coordinator Campus-Based Research Overview Indicator Definitions and Data Access Course Completion (Retention) ESL and Basic Skills Completion Degree and Certificate Completion Transfer Velocity Goals and Activities Access Course Completion (Retention) ESL and Basic Skills Completion Degree and Certificate Completion Transfer Budget Sources of Funding Evaluation Schedule and Process Attachments Cerritos College Student Equity Plan Page 3

4 Cerritos College Student Equity Plan Page 4

5

6 Cerritos College Student Equity Plan Page 6

7 Student Equity Organizing Team Dr. Linda Lacy, President/Superintendent Professor Traci Ukita, Faculty Senate Dr. JoAnna Schilling, Vice President of Academic Affairs Dr. Mary Anne Gularte, Vice President of Human Resources Dr. Stephen Johnson, Vice President of Student Services Student Equity Plan Subcommittee 1. Vice President of Academic Affairs JoAnna Schilling 2. Vice President of Student Services Stephen Johnson 3. ASCC Representative Michelle Castillo 4. ASCC Representative Suleyma Castillo 5. ASCC Representative Charles Caguioa 6. ASCC Representative Melanie Serrano 7. Faculty Representative Ralph Casas 8. Faculty Representative Tor Lacy 9. Faculty Representative Michelle Lewellen 10. Faculty Representative (CCFF) Solomon Namala 11. Classified Representative Danylle Williams-Manser 12. Classified Representative Carla Yorke 13. Management Representative (instructional) Rachel Mason 14. Management Representative (instructional) Carolyn Chambers 15. CTX Coordinator David Betancourt 16. ifalcon Coordinator Steve Clifford 17. Student Success Center Coordinator Francie Quaas-Berryman 18. General Counseling Chair Ken Matsuura 19. Instructional Counseling Chair Traci Ukita 20. DSPS Faculty Specialist/Chair Steven LaVigne 21. Vice President of Business Services David El Fattal 22. Vice President of Human Resources Mary Anne Gularte 23. Dean of Counseling Services Renee DeLong Chomiak 24. Director of Adult Education Graciela Vasquez 25. Assistant Director of EOPS Yvette Tafoya 26. Dean of Institutional Effectiveness, Research & Planning Kristi Blackburn 27. Dean of Disabled Student Programs and Services Lucinda Aborn 28. Director of Student Program Services Norma Rodriguez Cerritos College Student Equity Plan Page 7

8 Cerritos College Student Equity Plan Page 8

9 Executive Summary Cerritos College Student Equity Plan Page 9

10 Cerritos College Student Equity Plan Page 10

11 Executive Summary The Cerritos College Student Equity Plan provides goals, activities, and expected outcomes based on institutional performance outcome data analyses across five indicators in order to overcome disproportionate negative impacts on students disaggregated into thirteen student demographic groups from among the six demographic categories. The five performance outcomes indicators have seven components: Access; course completion; ESL, basic skills-english, and basic skills-math completion; degree and certificate completion; and transfer velocity. The six student demographic group categories are gender, race/ethnicity, disability status, veteran status, foster youth status, and socio-economic status. Fundamental to the plan goals, activities, and expected outcomes are philosophical, andragogical/pedagogical, and practical underpinnings based on the notion of student equityenhancing institutional action. This reflects the intentional institutional rejection of student deficit models of analysis, recommendations, and related institutional inertia. The risks and challenges of this model are recognized for the responsibilities put on the institution and its practitioners and they are selected intentionally instead of matters beyond the reach of the institution. This plan puts the institution directly to work on the needs of individual students across the target groups, organized by each of the five indicators. A. Access Institutional Student Equity Outcome Data Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served. The institution meets the expected percentage for the studied groups per the 80% rule, except for foster youth. Access Goal The institution will attend to the college-going rates of individuals in the service area from demographic groups underrepresented per the proportionality index. Access Institutional Student Equity Improvement Activities 1. Identify foster youth in our service area. 2. Develop strategy for outreach to foster youth. 3. Work with K-16 Bridge Program to identify AB540 students. 4. Develop outreach strategy to AB540 students. 5. Implement the climate survey for the campus (students, staff, faculty, administration). 6. Conduct high school survey on-site at the high schools. 7. Create department brochures/program brochures using institutional standard and upload to department/program web pages. Cerritos College Student Equity Plan Page 11

12 Executive Summary B. Course Completion Institutional Student Equity Outcome Data 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. The institution meets the expected percentage for the studied groups per the 80% rule, except for African American and Native Hawaiian or Pacific Islander. Course Completion Goal The institution will raise to the reference group level of 76.3% the course completion rates of individuals from student demographic groups underrepresented per the 80% rule: African American (76.0) and Native Hawaiian or Pacific Islander (76.0). Course Completion Institutional Student Equity Improvement Activities 1. Implement selected elements of the Phi Theta Kappa Community College Completion Corps (C4) Each One Help One program ( to holistically address and support student success at the student level. 2. Support and encourage use of supplemental instruction (SI). -Schedule supplemental instruction times in advance to permit students to schedule classes accordingly. -Implement incentives to encourage student use of supplemental instruction. 3. Support and encourage study groups (Linking Up per the Habits of Mind-iFALCON). -Create online site and/or social media tool(s) to support students in setting up and maintaining successful study groups. -Utilize faculty encouragement, including expectation and/or other statements in syllabi addressing the importance, formation, and maintenance of successful study groups. 4. Embed successful student techniques, strategies and other educational material, often delivered in workshops, into settings students are already in to include classes, supplemental instruction, tutoring, and Success Center programs and services. -Frontload such embedding via professional development offerings and include strategies for reaching and encouraging students and for referring students to services such the Success Center and Disabled Student Programs and Services. C. 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. ESL or Basic Skills Completion Institutional Student Equity Outcome Data The institution meets the expected percentage for six of 11 studied groups per the 80% rule. Cerritos College Student Equity Plan Page 12

13 Executive Summary Basic Skills-ESL Completion Goal The institution will raise to the reference group level the post-esl or basic skill degree-applicable completion rates of individuals from student demographic groups underrepresented per the 80% rule: African American (73.7), Filipino (18.4), Hispanic (72.1), Native Hawaiian or Pacific Islander (73.7), and white (68.1). Basic Skills-English Completion Institutional Student Equity Outcome Data The institution meets the expected percentage for nine of 13 studied groups per the 80% rule. Basic Skills-English Completion Goal The institution will raise to the reference group level the Basic Skills-English completion rates of individuals from student demographic groups underrepresented per the 80% rule: African American (62.3), American Indian or Alaskan (59.8), Hispanic (72.0), and Native Hawaiian or Pacific Islander (77.5). Basic Skills-math Completion Institutional Student Equity Outcome Data The institution meets the expected percentage for nine of 13 studied groups per the 80% rule. Basic Skills-math Completion Goal The institution will raise to the reference group level the Basic Skills-math completion rates of individuals from student demographic groups underrepresented per the 80% rule: African American (41.5), American Indian or Alaskan (48.4), Hispanic (71.5), and Native Hawaiian or Pacific Islander (76.1). ESL and Basic Skills Completion Institutional Student Equity Improvement Activities 1. ESL: Collaborate among credit and non-credit programs to transition basic skills students. -K-16 Bridge, new non-credit basic skills classes, other AED courses and programs. 2. Conduct stop-out data analysis, by ethnicity, when students enroll but postpone taking math/english/esl courses. 3. Conduct campus environmental scan of support service programs to ascertain and catalog what they offer (examples include CalWORKs, Umoja, DSPS, LINC, Project HOPE, and EOPS). 4. Carry out focus group sessions with basic skills students to learn needs and strategies to support academic success. 5. Provide support for the development and use of Open Education initiatives, including lab resources. 6. Research and identify practices effective in teaching and learning in the basic skills (English, math, and ESL) for the studied groups underrepresented per the 80% rule. 7. Identify course availability relative to need and demand for English, math, and ESL sequences. 8. Conduct study of student scheduling needs and use data to adjust course scheduling to address unmet needs. Cerritos College Student Equity Plan Page 13

14 Executive Summary D. Degree and Certificate Completion Institutional Student Equity Outcome Data 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. The institution does not meet the expected percentage for seven of 13 studied groups per the 80% rule. Degree and Certificate Completion Goals The institution will raise to the reference group level the degree and certificate completion rates of individuals from student demographic groups based on race/ethnicity underrepresented per the 80% rule: African American (72.6), American Indian or Alaskan (62.9), Asian (70.0), Hispanic (73.4), and Native Hawaiian or Pacific Islander (76.1); The institution will raise to the reference group level the degree and certificate completion rate of individuals from the student demographic group based on foster youth status underrepresented per the 80% rule. Degree and Certificate Completion Institutional Student Equity Improvement Activities 1. Identify resources needed to improve degree and certificate completion. a. Gather data to identify needed classes through completion/education plans b. Reduce textbook costs/access codes c. Develop a listing of student resources on our web site 2. Develop resilience and retention strategies a. Active reminder texting system - interventions for students b. Peer counselors in classroom for veterans c. Degree information and communication review in spring for students d. Establish completion cohorts 3. Develop success navigational strategies physical, educational, and digital a. Environmental scan of campus and how it makes students feel b. 1 st day/week student ambassadors to answer questions c. Completion progress reports in MyCerritos d. Community Conversations sessions as a method to inform students and parents e. Educate students and staff on how to help students 4. Research cultural barriers in the classroom a. Form faculty group to look at syllabi and cultural barriers b. Look at unintended consequences of the counterproductive teaching moments (locking out, punitive language on the syllabi how students are affected) c. CTX workshops on cultural competency in the classroom d. New faculty mentors/orientation Cerritos College Student Equity Plan Page 14

15 Executive Summary 5. Develop career and college readiness strategies with K-12 partners a. Work with K-12 b. K-12 Bridge c. K-12 Alignment E. Transfer Velocity Institutional Student Equity Outcome Data 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 institution does not meet the expected percentage for seven of 13 groups per the 80% rule. Transfer Velocity Goals The institution will raise to the reference group level the transfer velocity rates of individuals from student demographic groups based on race/ethnicity underrepresented per the 80% rule: African American (54.6), American Indian or Alaskan (44.1), Filipino (61.2), Hispanic (46.5), Native Hawaiian or Pacific Islander (48.1), and white (53.6); and, The institution will raise to the reference group level the transfer velocity rate of individuals from the student demographic group foster youth underrepresented per the 80% rule. Transfer Velocity Institutional Student Equity Improvement Activities 1. Convene a taskforce to build a web of transfer awareness that would facilitate the delivery of consistent transfer-related information to students across campus. 2. Identify transfer-related information to be distributed (e.g., resources and services available to students, application deadlines, financial aid deadlines, etc.). 3. Determine methods of and resources for distributing transfer-related information. 4. Generate and distribute transfer data (e.g., number of students who transfer, where students transfer to, etc.). 5. Expand Transfer Hall of Fame beyond the Transfer Center to include multiple departments/programs. 6. Conduct financial literacy workshops with an emphasis on long-term educational funding. Cerritos College Student Equity Plan Page 15

16 Executive Summary Resources The Contact Person/Student Equity Coordinator is: Dr. Stephen Johnson, Vice President of Student Services Cerritos College Student Equity Plan Page 16

17 Campus-Based Research Cerritos College Student Equity Plan Page 17

18 Cerritos College Student Equity Plan Page 18

19 Campus-Based Research Overview While the focus of diversity is on group composition, the focus of equity research is the examination of comparable outcomes across varying groups. This data report examined the outcomes of Cerritos College students on 1) Access, 2) Successful Course Completion, 3) ESL and Basic Skills Completion, 4) Degree and Certificate attainment, and 5) Transfer velocity. Each outcome was examined by reviewing how different students from groups based on genders, races/ethnicities, disability statuses, veterans statuses, foster youth statuses, and socio-economic statuses performed, so that the college can discuss these results and develop goals, activities, and expected outcomes for needed improvements. Datasets The following table displays each student outcome, along with the dataset(s) utilized to identify student equity trends on campus. Student Equity Outcomes and Derived Datasets Student Outcomes Datasets Access CCCCOMIS; US Census Bureau population data Course Completion (Course Success Rate) CCCCOMIS ESL Progress Rate Cerritos College Scorecard English Progress Rate Cerritos College Scorecard Math Progress Rate Cerritos College Scorecard Degree or Certificate Completion Cerritos College Scorecard Transfer CCCCO Data Mart California Community College Chancellor s Office Management Information System (CCCCOMIS) are structured campus data that are regularly reported to the Chancellor s Office and consists of common data elements for each California community college. These data are used on campus for student headcount, enrollment, and grade information. Data were from the Fall 2012 and Spring 2013 terms the most recently completed academic year. Demographic data (gender, ethnicity) were collected from the student college application. Students with disabilities were identified if he or she reported their disability to the Disabled Student Programs & Services (DSPS) Office and utilized resources. SES was determined in CCCCOMIS data by assessing whether students received financial aid (in the 20012/13 academic year) operationalizing it as in this report. US Census Bureau population data were utilized for the Access outcome specifically to help evaluate how well the college is providing access to residents within the Cerritos College service area compared to the proportion of students, who lived within the service area and were enrolled in Fall 2012 and/or Spring 2013 semesters. Data from U.S. Census were limited to adult populations ranging from 18 to 34 years of age, except foster youth status since census data only kept record of current foster youths. Cerritos College Scorecard data were derived from the California Community College Chancellor s Office (CCCCO) longitudinal cohort reporting. To assess patterns of equity for subgroups of students who enroll in Cerritos College Student Equity Plan Page 19

20 Campus-Based Research smaller proportions on campus, five cohort groups (2003/04, 2004/05, 2005/06, 2006/07, and 2007/08) were aggregated. There are distinct differences in how Scorecard cohorts are identified, mainly how basic skills completion and completion for a degree/certificate are selected: ESL/English/Math Progress Rate: The cohorts were defined as the year the student first attempted a credit course that was below college-level (in ESL, English, math) and were tracked to see if they had completed the college-level course in ESL, English, or Math within 6 years. Degree or Certificate Completion: To be included in a cohort, a student would have had to complete 6 units and attempted ANY Math or English course within their first 3 years of enrolling. Students were tracked to see if they had completed a degree or certificate within 6 years of enrolling. California Community College Chancellor s Office Data Mart are public data on the Chancellor s Office website, where individuals can query and research state and college level data. Transfer (velocity) data was attained from the Data Mart. To be included in a cohort, a student would have had to complete 12 units and attempted a college-level Math or English course. Then students were tracked to see if they had transferred to a 4-yr university within 6 years. Cerritos College PeopleSoft data were used to identify veteran and foster youth students. The 80% Rule This data report utilized the 80% rule, to help identify groups whose outcomes are below the performance of the highest performing group, or reference group. The outcome rates of each group were divided by the outcome rate of the reference group to assess whether each group is attaining outcomes that are at least 80% of the reference group. If a group was to attain an outcome percentage that was less than 80%, then it indicates that the particular group might be disproportionately impacted in attaining that specific outcomes. The 80% rule is a standard that is utilized in equity research in areas such as employment selection, testing, and education. Each table in the report that assesses the 80% rule identifies the reference group in bold font. Instances where non-reference groups attained outcomes less than 80% of the reference group were highlighted in yellow. The example table below examines the transfer velocity of age groups. The Cohort Count, Cohort Percent, Transfer Count, and Transfer Percent provide frames of reference that display the proportions of each group in the aggregated cohort, and the proportions of each group in the outcome (Transfer Percent). Transfer Rate was obtained by dividing Transfer Count by Cohort Count, calculating the proportion of each group s performance on the outcome measure. From the Transfer Rate, the age group 19 or less was identified as the reference group, and each of the other groups Transfer Rates were divided by 33.4% in order to obtain figures for the 80% Rule column. Example Table Student Transfer and the 80% Rule Age Group Cohort Count Cohort Percent Transfer Count Transfer Percent Transfer Rate 80% Rule Cerritos College Student Equity Plan Page 20

21 Campus-Based Research 19 or Less % % 33.4% 100.0% 20 to % % 24.9% 74.5% 25 to % % 19.8% 59.3% 50 or more % 5 0.2% 14.7% 44.0% Unknown 1 0.0% 0 0.0% 0.0% 0.0% Total % % Proportionality Index The proportionality index was applied to examine the proportion of specific student groups represented within Cerritos College and the proportion of the same group from the local population. The index was calculated by dividing the outcome percentage of the student group represented in Cerritos College by the percentage of the group from the population. If the index exceeds the ratio of 1.0, the group is represented within Cerritos College at an equal or greater rate than the local community population. If the proportionality index is less than 1.0, the group is considered to be less prevalent in the Cerritos College compared to the surrounding community. Proportionality index was specifically used to examine student access in place of the 80% Rule since it is more relevant to compare how well each group are represented within the college against the proportion of the local demographic, rather than against a selected reference group of the most well-represented group. Cerritos College Student Equity Plan Page 21

22 Campus-Based Research 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. Cerritos College District serves the communities of Artesia, Bellflower, Cerritos, Downey, Hawaiian Gardens, La Mirada, Lakewood, Norwalk, and portions of Bell Gardens, Lakewood, Long Beach, Santa Fe Springs, and South Gate. In addition, a few zip codes (90201, 90255, 90262, 90723, and 90660) in the surrounding area contribute a large proportion of students, and are included in this analysis of Access. These additional areas include Bell, Cudahy, Huntington Park, Lynwood, Paramount, and Pico Rivera. Assessments of how well the college is providing access to residents within the service area were examined by comparing resident population groups with the proportion of students, who lived within the Cerritos College service area and were enrolled in fall 2012 and/or spring Students, who lived in the Cerritos College service area, were identified if they had a zip code that was listed in the Cerritos College Environmental Scan conducted in fall 2008 outlining the zip codes that pertain to the district, along with the few additional zip codes mentioned above. Data on gender, ethnicity, disability status, veteran status, foster youth, and low income status, within the population service area were drawn from U.S. Census 2010, American FactFinder (available on for comparison and context. The U.S. Census had no data on unknown gender and unknown/non-respondent for ethnicity. Table 2 provides a comparison between percentages of ethnicities living within the service area. Service Area Population Percentage and Service Area Student Percentages are similar. Ethnicity on U.S. Census data were self-reported. Percentage of students who lived in the service area and attended Cerritos College in fall 2012/Spring 2013 were generally greater than the proportion of each ethnic groups residing in the service area. The proportion of students identified as Hispanic (58.5%) and White (10.7%) were lower than the Hispanic (71.6%) and White (12.0%) population of the 2010 Census data reports. Disability status on U.S. Census data were self-reported. Proportion of students attending Cerritos College in fall 2012/Spring 2013 with a disability (3.9%; see Table 3) were greater than the service area proportion of residents identified with a disability (3.7%). Gender Service Area Population Count Table 1. Student Access by Gender Service Area Population Percentage Service Area Students Count Service Area Students Percentage Proportionality Index Female % % 1.04 Male % %.92 Unknown N/A N/A % N/A Total % % Table 2. Student Access by Ethnicity Cerritos College Student Equity Plan Page 22

23 Campus-Based Research Ethnicity Service Area Population Count Service Area Population Percentage Service Area Students Count Service Area Students Percentage Proportionality Index African American % % 1.59 American Indian/Alaskan % % 1.85 Asian % % 1.33 Filipino % % 1.18 Hispanic % %.82 Native Hawaiian/Pacific Islander % % 3.85 Two or More Races % % 2.60 Unknown/Non-Respondent N/A N/A % N/A White % %.89 Total % % Table 3. Student Access by Disability Status Disability Status Service Area Population Count Service Area Population Percentage Service Area Students Count Service Area Students Percentage Proportionality Index No % % 1.00 Yes % % 1.05 Total % % Table 4. Student Access by Veteran Status Veteran Status Service Area Population Count Service Area Population Percentage Service Area Students Count Service Area Students Percentage Proportionality Index No % %.99 Yes % % 1.98 Total % % Cerritos College Student Equity Plan Page 23

24 Campus-Based Research Foster Youth Service Area Population Count Table 5. Student Access by Foster Youth Status Service Area Population Percentage Service Area Students Count Service Area Students Percentage Proportionality Index No % % 1.01 Yes % %.59 Total % % Economically Disadvantaged Service Area Population Count Table 6. Student Access by SES Service Area Population Percentage Service Area Students Count Service Area Students Percentage Proportionality Index No % %.38 Yes % % 5.05 Total % % Cerritos College Student Equity Plan Page 24

25 Campus-Based Research 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. In this report Course Completion is meant as Course Success rates. At Cerritos College, Course Success Rates are the number of passing grades (A, B, C, or P) divided by all possible grades. Course Success data were derived from the Fall 2012 and Spring 2013 semesters. Tables 7 through 12 display these Course Success data. African American and Native Hawaiian/Pacific Islander students did not successfully complete courses at rates comparable to the reference group (Filipino students; see Table 8). Table 7. Course Success Rates by Gender Gender Enrollment Count Enrollment Percentage Completion Count Completion Percentage Completion Rate 80% Rule Female % % 70.4% 100.0% Male % % 67.4% 95.7% Unknown % % 70.2% 99.7% Total % % Ethnicity Enrollment Count Table 8. Course Success Rates by Ethnicity Enrollment Percentage Completion Count Completion Percentage Completion Rate African American % % 58.0% 76.0% American Indian/Alaskan % % 66.1% 86.6% Asian % % 75.5% 99.0% Filipino % % 76.3% 100.0% Hispanic % % 68.8% 90.2% Native Hawaiian/Pacific Islander % % 52.5% 68.8% Two or More Races % % 65.7% 86.1% Unknown % % 69.1% 90.6% White % % 75.2% 98.6% Total % % Cerritos College Student Equity Plan Page 25 80% Rule

26 Campus-Based Research Table 9. Course Success Rates by Disability Status Disability Status Enrollment Count Enrollment Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 69.1% 100.0% Yes % % 67.8% 98.1% Total % % Table 10. Course Success Rates by Veteran Status Veteran Status Enrollment Count Enrollment Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 69.0% 96.0% Yes % % 71.9% 100.0% Total % % Table 11. Course Success Rates by Foster Youth Status Foster Youth Enrollment Count Enrollment Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 69.1% 100.0% Yes % % 57.0% 82.4% Total % % Table 12. Course Success Rates by SES Economically Disadvantaged Enrollment Count Enrollment Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 73.4% 100.0% Yes % % 67.8% 92.4% Total % % Cerritos College Student Equity Plan Page 26

27 Campus-Based Research C. 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 compared to the number of those students who complete such a final course. When the highest performing group isn t the optimal reference group, another option is to use the second-highest performing group. In this case, American Indian/Alaskan is the highest performing group with a 50% Completion Rate, but this rate was only based on 2 students (Table 14). Asian was the second highest performing group (45.2%) with a more substantial sample size, and therefore was used as the reference group. All ethnicities, except American Indian/Alaskan, fell below the 80% threshold. The completion rate could not be calculated for the veteran and foster youth students, since there were none who completed college-level ESL within first six years of enrolling in to Cerritos College. Table 13. ESL and Basic Skills Completion by Gender Gender Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule Female % % 36.6% 100.0% Male % % 31.1% 85.0% Unknown % 5 0.8% 35.7% 97.5% Total % % Ethnicity Cohort Count Table 14. ESL and Basic Skills Completion by Ethnicity Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule African American % 4 0.7% 33.3% 73.7% American Indian/Alaskan 2 0.1% 1 0.2% 50.0% 110.6% Asian % % 45.2% 100.0% Filipino % 1 0.2% 8.3% 18.4% Hispanic % % 32.6% 72.1% Native Hawaiian/Pacific Islander 3 0.2% 1 0.2% 33.3% 73.7% Unknown % % 29.0% 64.2% White % % 30.8% 68.1% Total % % Cerritos College Student Equity Plan Page 27

28 Campus-Based Research Table 15. ESL and Basic Skills Completion by Disability Status Disability Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 34.8% 100.0% Yes % % 33.3% 95.8% Total % % Table 16. ESL Basic Skills Completion by Veteran Status Veteran Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 31.2% 100.0% Yes N/A N/A N/A N/A N/A N/A Total % % Table 17. ESL Basic Skills Completion by Foster Youth Status Foster Youth Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 31.2% 100.0% Yes N/A N/A N/A N/A N/A N/A Total % % Table 18. ESL and Basic Skills Completion by SES Economically Disadvantaged Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 33.1% 100.0% Yes % % 36.6% 110.6% Total % % Cerritos College Student Equity Plan Page 28

29 Campus-Based Research Tables 19 through 24 display the student progress rate of basic skills English. Students of unknown gender did not meet the 80% criteria compared to female students (Table 19). Filipino and White students were the only groups to meet or exceed the 80% threshold when compared to Asian students (Table 20). Table 19. English Basic Skills Completion by Gender Gender Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule Female % % 47.2% 100.0% Male % % 42.1% 89.2% Unknown % % 36.4% 77.1% Total % % Ethnicity Cohort Count Table 20. English Basic Skills Completion by Ethnicity Cohort Percentage Completion Count Completion Percentage Completion Rate African American % % 37.4% 62.3% American Indian/Alaskan % % 35.9% 59.8% Asian % % 60.0% 100.0% Filipino % % 59.9% 99.8% Hispanic % % 43.2% 72.0% Native Hawaiian/Pacific Islander % % 46.5% 77.5% Unknown % % 43.6% 72.7% White % % 49.9% 83.2% Total % % 80% Rule Cerritos College Student Equity Plan Page 29

30 Campus-Based Research Table 21. English Basic Skills Completion by Disability Status Disability Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 45.2% 100.0% Yes % % 42.2% 93.4% Total % % Table 22. English Basic Skills Completion by Veteran Status Veteran Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 47.3% 100.0% Yes 9 0.2% 8 0.5% 88.9% 187.4% Total % % Table 23. English Basic Skills Completion by Foster Youth Status Foster Youth Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 47.4% 100.0% Yes 5 0.1% 2 0.1% 40.0% 84.4% Total % % Table 24. English Basic Skills Completion by SES Economically Disadvantaged Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 45.3% 100.0% Yes % % 44.9% 99.3% Total % % Cerritos College Student Equity Plan Page 30

31 Campus-Based Research The reference group for student basic skill math progress rate were Asian students. Filipino and White students were the only groups to meet or exceed the 80% threshold (Table 26). Table 25. Math Basic Skills Completion by Gender Gender Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule Female % % 25.0% 100.0% Male % % 24.4% 97.6% Unknown % % 20.8% 83.2% Total % % Ethnicity Cohort Count Table 26. Math Basic Skills Completion by Ethnicity Cohort Percentage Completion Count Completion Percentage Completion Rate African American % % 14.4% 41.5% American Indian/Alaskan % % 16.8% 48.4% Asian % % 34.7% 100.0% Filipino % % 32.5% 93.7% Hispanic % % 24.8% 71.5% Native Hawaiian/Pacific Islander % % 26.4% 76.1% Unknown % % 25.2% 72.6% White % % 30.0% 86.5% Total % % 80% Rule Cerritos College Student Equity Plan Page 31

32 Campus-Based Research Table 27. Math Basic Skills Completion by Disability Status Disability Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 25.0% 100.0% Yes % % 20.7% 82.7% Total % % Table 27. Math Basic Skills Completion by Disability Status Disability Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 25.0% 100.0% Yes % % 20.7% 82.7% Total % % Table 28. Math Basic Skills Completion by Veteran Status Veteran Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 24.6% 100.0% Yes 9 0.3% 6 0.7% 66.7% 271.1% Total % % Cerritos College Student Equity Plan Page 32

33 Campus-Based Research Table 29. Math Basic Skills Completion by Foster Youth Status Foster Youth Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 24.6% 100.0% Yes 6 0.2% 3 0.4% 50.0% 203.3% Total % % Table 30. Math Basic Skills Completion by SES Economically Disadvantaged Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 25.3% 100.0% Yes % % 24.5% 96.6% Total % % Cerritos College Student Equity Plan Page 33

34 Campus-Based Research 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. Tables 31 through 36 examined the proportions of degrees or certificates earned within six years of initial enrollment across students of different demographic background. Students of unknown gender (Table 31), all ethnic groups other than White students (Table 32), and nondisabled students (Table 33), did not meet or exceed the 80% threshold of their respective reference groups. None of the foster youth students from the included cohort earned a degree or certificate within six years of initial enrollment. Table 31. Awards Count by Gender Gender Cohort Count Cohort Percentage Awards Count Awards Percentage Completion Rate 80% Rule Female % % 19.7% 100.0% Male % % 16.1% 81.7% Unknown % % 12.7% 64.5% Total % % Table 32. Awards Count by Ethnicity Ethnicity Cohort Count Cohort Percentage Awards Count Awards Percentage Completion Rate 80% Rule African American % % 17.2% 72.6% American Indian/Alaskan % % 14.9% 62.9% Asian % % 16.6% 70.0% Filipino % % 23.7% 100.0% Hispanic % % 17.4% 73.4% Native Hawaiian/Pacific Islander % % 13.5% 57.0% Unknown % % 18.5% 78.1% White % % 21.6% 91.1% Total % % Cerritos College Student Equity Plan Page 34

35 Campus-Based Research Table 33. Awards Count by Disability Status Disability Status Cohort Count Cohort Percentage Awards Count Awards Percentage Completion Rate 80% Rule No % % 17.8% 79.1% Yes % % 22.5% 100.0% Total % % Table 34. Awards Count by Veteran Status Veteran Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 19.2% 100.0% Yes 8 0.2% 3 0.5% 37.5% 195.3% Total % % Table 35. Awards Count by Foster Youth Status Foster Youth Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No % % 19.3% 100.0% Yes 5 0.2% N/A N/A N/A N/A Total % % Table 36. Awards Count by SES Economically Disadvantaged Cohort Count Cohort Percentage Awards Count Awards Percentage Completion Rate 80% Rule No % % 15.3% 80.1% Yes % % 19.1% 100.0% Total % % Cerritos College Student Equity Plan Page 35

36 Cerritos College Student Equity Plan Page 36

37 Campus-Based Research E. TRANSFER VELOCITY. Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English to the number of students in that group who actually transfer after one or more (up to six) years. Transfer velocity identified students who have completed 12 credit units and attempted a transfer-level math or English within six years of initial enrollment into Cerritos College. None of the ethnic groups met or exceed the 80% criteria when compared to the reference group (Asian students; see Table 38). Table 37.Cerritos College Transfer Velocity by Gender Gender Cohort Count Cohort Percent Transfer Count Transfer Percent Transfer Rate 80% Rule Female % % 30.1% 89.2% Male % % 33.8% 100.0% Unknown % % 36.1% 106.9% Total % % Ethnicity Table 38. Cerritos College Transfer Velocity by Ethnicity Cohort Count Cohort Percent Transfer Count Transfer Percent Transfer Rate African American % % 31.0% 54.6% American Indian/Alaskan % 9 0.3% 25.0% 44.1% Asian % % 56.7% 100.0% Filipino % % 34.7% 61.2% Hispanic % % 26.4% 46.5% Native Hawaiian/Pacific Islander % % 27.3% 48.1% Unknown % % 34.8% 61.3% White % % 30.4% 53.6% Total % % Disability Status Cohort Count Table 39. Student Transfer by Disability Status Cohort Percent Transfer Count Transfer Percent Transfer Rate No % % 31.9% 100.0% Yes % % 27.8% 87.4% Total % % 80% Rule 80% Rule Cerritos College Student Equity Plan Page 37

38 Campus-Based Research Veteran Status Cohort Count Table 40. Student Transfer by Veteran Status Cohort Percent Transfer Count Transfer Percent Transfer Rate No % % 15.1% 100.0% Yes % % 25.6% 169.5% Total % % 80% Rule Table 41. Student Transfer by Foster Youth Status Foster Youth Cohort Count Cohort Percent Transfer Count Transfer Percent Transfer Rate 80% Rule No % % 15.1% 100.0% Yes 8 0.1% N/A N/A N/A N/A Total % % Economically Disadvantaged Cohort Count Table 42. Student Transfer by SES Cohort Percent Transfer Count Transfer Percent Transfer Rate No % % 36.8% 100.0% Yes % % 29.5% 80.2% Total % % 80% Rule Cerritos College Student Equity Plan Page 38

39 Goals and Activities Cerritos College Student Equity Plan Page 39

40 Cerritos College Student Equity Plan Page 40

41 Goals and Activities 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 GOAL A. Cerritos College Access Goals by Student Group: A.1. Gender (male/female) A1.1. Men are underrepresented in the student population compared to the percentage in the service area (proportionality index = 0.08). A.2. Race/Ethnicity (African American/American Indian-Alaskan/Asian/Filipino/Hispanic/Native Hawaiian-Pacific Islander/Two or More Races/Unknown-Non- Respondent/White) A.2.1. Individuals who are African American are represented in the student population at or above the percentage in the service area (proportionality index = 1.59). A.2.2. Individuals who are American Indian or Alaskan are represented in the student population at or above the percentage in the service area (proportionality index = 1.85). A.2.3. Individuals who are Asian are represented in the student population at or above the percentage in the service area (proportionality index = 1.33). A.2.4. Individuals who are Filipino are represented in the student population at or above the percentage in the service area (proportionality index = 1.18). A.2.5. Individuals who are Hispanic are underrepresented in the student population compared to the percentage in the service area (proportionality index = 0.82). A.2.6. Individuals who are Native Hawaiian or Pacific Islander are represented in the student population at or above the percentage in the service area (proportionality index = 3.85). Cerritos College Student Equity Plan Page 41

42 Goals and Activities A.2.7. Individuals who are counted as being of two or more races are represented in the student population at or above the percentage in the service area (proportionality index = 2.60). A.2.8. Individuals who are counted as unknown or non-respondent are not counted in the service area population data and therefore cannot be measured for the purposes of this plan. Not applicable. A.2.9. Individuals who are White are underrepresented in the student population compared to the percentage in the service area (proportionality index = 0.89). A.3. Disability Status (yes/no) A.3.1. Individuals with disabilities are represented in the student population at or above the percentage in the service area (proportionality index = 1.05). A.4. Veteran Status (yes/no) A.4.1. Individuals who are veterans (as defined) are represented in the student population at or above the percentage in the service area (proportionality index = 1.98). A.5. Foster Youth Status (yes/no) A.5.1. Individuals who are foster youth (as defined) are underrepresented in the student population compared to the percentage in the service area (proportionality index = 0.59). The college will raise the percentage of foster youth (as defined) in the student population to that in the service area population by fall A.6. Socio-Economic Status (SES) Economically Disadvantaged Status (yes/no) A.6.1. Individuals who are economically disadvantaged (as defined) are represented in the student population at or above the percentage in the service area (proportionality index = 5.05). Cerritos College Student Equity Plan Page 42

43 Goals and Activities ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity # A. Global 1. A. Global 2. A. Global 3. A. Global 4. A. Global 5. A. Global 6. A. Global 7. Activity Responsible Person/Group Target Date Identify foster youth in our area. FKCE-Adult Education Spring 2015 Develop outreach strategy for foster youth. FKCE-Adult Education Fall 2015 Identify AB 540 students in service area high schools. Develop outreach strategy for AB 540 students. Implement the Climate Survey for the campus (students, staff, faculty, administration). Conduct high school survey on-site at the high schools. Create department brochures/program brochures using institutional standard and upload to department/program web pages. Educational Partnerships & Programs Educational Partnerships & Programs, Financial Aid Diversity, Benefits, & Compliance Dean of Student Services: School Relations Spring 2015 Spring 2015 Spring 2015 July 2015 Public Affairs July 2015 Cerritos College Student Equity Plan Page 43

44 Goals and Activities EXPECTED OUTCOMES Activity # Expected Outcome Target Date A. Global 1. Obtain specific information needed to conduct successful, targeted outreach to foster youth. Spring 2015 A. Increase the percentage of foster youth in the student body to that of the service area population, per the proportionality Global 2. index with the 80% rule. A. Obtain specific information needed to conduct successful, targeted outreach to AB 540 students, including regarding the Global 3. DREAM BOGFW. Spring 2015 A. Increase the percentage of AB 540 students in the student body to that of the service area population and increase Global 4. awareness of the DREAM BOGFW for the same population, per the proportionality index with the 80% rule. A. Marketing of the college to individuals in target groups will be customized using results of a climate survey for the campus Global 5. (Diversity Plan) to identify distinguishing features/characteristics of the college. Spring 2015 A. High school student outreach to individuals in target groups will be needs-focused through a high school survey on-site Global 6. and electronic, with an incentive (t-shirt, water bottle, etc.) July 2015 A. Global 7. Outreach to individuals in target groups will be enhanced through department/program brochures using an institutional standard and uploaded to department/program web pages. Enhance targeted marketing campaigns from updated department web pages with selling points of department-and-branding tag line and talking points. Spring 2016 Cerritos College Student Equity Plan Page 44

45 Goals and Activities B. STUDENT SUCCESS INDICATOR FOR 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 GOAL B. Cerritos College Course Completion Goals by Student Group: B.1. Gender (male/female) B.1.1. All student groups met or exceeded the 80% Rule for gender, with the lowest being for men at 95.7% of the reference group-women. B.2. Race/Ethnicity (African American/American Indian-Alaskan/Asian/Filipino/Hispanic/Native Hawaiian-Pacific Islander/Two or More Races/Unknown-Non- Respondent/White) B.2.1. The student group African American is underrepresented per the 80% Rule for race/ethnicity, being at 76.0% of the reference group. The college will raise the percentage of students in the Course Completion group who are African American to meet or exceed that of the 80% rule. B.2.2. The student groups American Indian or Alaskan met or exceeded the 80% Rule for race/ethnicity, being at 86.6% of the reference group. B.2.3. The student group Asian met or exceeded the 80% Rule for race/ethnicity, being at 99.0% of the reference group. B.2.4. The student group Filipino is the reference group for this indicator by race/ethnicity, at 100.0%. B.2.5. The student group Hispanic met or exceeded the 80% Rule for race/ethnicity, being at 90.2% of the reference group. Cerritos College Student Equity Plan Page 45

46 Goals and Activities B.2.6. Individuals who are Native Hawaiian or Pacific Islander are underrepresented per the 80% Rule for race/ethnicity, being at 76.0% of the reference group. The college will raise the percentage of students in the Course Completion group who are Native Hawaiian or Pacific Islander to meet or exceed that of the 80% rule. B.2.7. The student group Two or More Races met or exceeded the 80% Rule for race/ethnicity, being at 86.1% of the reference group. B.2.8. The student group Unknown met or exceeded the 80% Rule for race/ethnicity, being at 90.6% of the reference group. Not Applicable. B.2.9. The student group White met or exceeded the 80% Rule for race/ethnicity, being at 98.6% of the reference group. B.3. Disability Status (yes/no) B.3.1. The student group with Disability status met or exceeded the 80% Rule (98.1% of the reference group-without Disability status). B.4. Veteran Status (yes/no) B.4.1. The student group with Veteran status met or exceeded the 80% Rule (100% vs. 96.0% for the reference group-without Veteran status). B.5. Foster Youth Status (yes/no) B.5.1. The student group with Foster Youth status met or exceeded the 80% Rule (82.4% of the reference group-without Foster Youth status). B.6. Socio-Economic Status (SES) Economically Disadvantaged Status (yes/no) B.6.1. The student group with Economically Disadvantaged status met or exceeded the 80% Rule (92.4% of the reference group-without Economically Disadvantaged status). Cerritos College Student Equity Plan Page 46

47 Goals and Activities B. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity # Activity Responsible Person/Group Target Date B. Global 1. B. Global 2. B. Global 3. B. Global 4. Implement selected elements of the Phi Theta Kappa Community College Completion Corps (C4) Each One Help One program ( to holistically address and support student success at the student level. Support and encourage use of Supplemental Instruction (SI). -Schedule supplemental instruction times in advance to permit students to schedule classes accordingly. -Implement incentives to encourage student use of supplemental instruction. Support and encourage study groups (Linking Up per the Habits of Mind-iFALCON. -Create online site and/or social media tool(s) to support students in setting up and maintaining successful study groups. -Utilize faculty encouragement, including expectation and/or other statements in syllabi addressing the importance, formation, and maintenance of successful study groups. Embed successful student techniques, strategies and other educational material, often delivered in workshops, into settings students are already in to include classes, supplemental instruction, tutoring, and Success Center programs and services. -Frontload such embedding via professional development offerings and include strategies for reaching and encouraging students and for referring students to services such as the Success Center and Disabled Student Programs and Services. ASCC, PTK, Dean of Student Services, Dean of Academic Affairs Office of Academic Affairs, Success Center Public Affairs ASCC, classroom faculty CTX, Staff Development, Success Center, DSPS, classroom faculty, SI providers, tutors Fall 2015 Fall 2016 Fall 2015 Fall 2015 (frontloading) & Fall 2016 (deployment) B.2.1.a. B.2.1.b. B.2.6.a. B.2.6.b. The College will conduct research into the reasons for the disproportionate negative impact for the student group African American. The College will carry out research-based activities to raise the percentage of students in the African American student population who meet or exceed that of the reference group. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based outreach to raise the percentage of individuals who are in the Native Hawaiian or Pacific Islander student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Office of Research & Planning Selected Offices and Programs Fall 2015 Fall 2015 Cerritos College Student Equity Plan Page 47

48 Goals and Activities EXPECTED OUTCOME B.1.1 Activity # Expected Outcome Target Date B. The college student body will have widespread and sufficiently deep knowledge of the principles and activities of the C4 Global 1. program to successfully implement them. Fall 2016 B. Supplemental instruction offerings will be incentivized, scheduled, and utilized to support improved course completion Global 2. rates. Fall 2016 B. Students will understand the benefits and ways of setting up study groups and faculty will support the formation of study Global 3. groups by multiple means. Fall 2015 B. Global 4. Professional development offerings will be in place and student course completion outcomes will benefit from the embedding of success techniques, strategies, and other materials into classes, supplemental instruction, tutoring, and Success Center offerings. Fall 2016 B.2.1.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 B.2.1. The percentage of African American students in the Course Completion student population will meet or exceed that of the b-d. reference group (76.3%). B.2.6.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 B.2.6. b-d. The percentage of Native Hawaiian or Pacific Islander students in the Course Completion student population will meet or exceed that of the reference group (76.3%). Cerritos College Student Equity Plan Page 48

49 Goals and Activities 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 (consisting of C-L for ESL, C-E for English, and C-M for math) C-L. Cerritos College ESL and Basic Skills Completion Goals by Student Group for ESL: C-L.1. Gender (male/female) C.1.1. All student groups met or exceeded the 80% Rule for gender, with the lowest being for men at 85.0% of the reference group-women; however, the completion rate for men was 29.7% while that for women was 69.5%. C-L.2. Race/Ethnicity (African American/American Indian-Alaskan/Asian/Filipino/Hispanic/Native Hawaiian-Pacific Islander/Two or More Races/Unknown-Non- Respondent/White) C-L.2.1. The student group African American is underrepresented per the 80% Rule for race/ethnicity, being at 73.7% of the reference group. The college will raise the percentage of students in the ESL Completion group who are African American to meet or exceed that of the 80% rule. C-L.2.2. The student groups American Indian or Alaskan met or exceeded the 80% Rule for race/ethnicity, being at 110.6% of the reference group. C-L.2.3. The student group Asian is the reference group for this indicator by race/ethnicity, at 100.0%. C-L.2.4. The student group Filipino is underrepresented per the 80% Rule for race/ethnicity, being at 18.4% of the reference group. The college will raise the percentage of students in the ESL Completion group who are Filipino to meet or exceed that of the 80% rule. C-L.2.5. The student group Hispanic is underrepresented per the 80% Rule for race/ethnicity, being at 72.1% of the reference group. The college will raise the percentage of students in the ESL Completion group who are Hispanic to meet or exceed that of the 80% rule. Cerritos College Student Equity Plan Page 49

50 Goals and Activities C-L.2.6. The student groups Native Hawaiian or Pacific Islander are underrepresented per the 80% Rule for race/ethnicity, being at 73.7% of the reference group. The college will raise the percentage of students in the ESL Completion group who are Native Hawaiian or Pacific Islander to meet or exceed that of the 80% rule. C-L.2.7. The student group Unknown is underrepresented per the 80% Rule for race/ethnicity, being at 64.2% of the reference group. Not Applicable. C-L.2.8. The student group White is underrepresented per the 80% Rule for race/ethnicity, being at 68.1% of the reference group. The college will raise the percentage of students in the ESL Completion group who are White to meet or exceed that of the 80% rule. C-L.3. Disability Status (yes/no) C-L.3.1. The student group with Disability status met or exceeded the 80% Rule (95.8% of the reference group-without Disability status). C-L.4. Veteran Status (yes/no) C-L.4.1. The student group with Veteran status had no participation in the ESL program. Not Applicable. C-L.5. Foster Youth Status (yes/no) C-L.5.1. The student group with Foster Youth status had no participation in the ESL program. Not Applicable. C-L.6. Socio-Economic Status (SES) Economically Disadvantaged Status (yes/no) C-L.6.1. The student group with Economically Disadvantaged status was overrepresented in ESL Completion at 110.6% of the reference group. Cerritos College Student Equity Plan Page 50

51 Goals and Activities C-E. Cerritos College ESL and Basic Skills Completion Goals by Student Group for English: C-E.1. Gender (male/female) C-E.1.1. The men and women student groups met or exceeded the 80% Rule for gender, with the lowest among these being for men at 89.2% of the reference group-women. The completion rate for the unknown group was underrepresented at 77.1% of that for the reference group; however, this group is 0.7% of the total cohort. C-E.2. Race/Ethnicity (African American/American Indian-Alaskan/Asian/Filipino/Hispanic/Native Hawaiian-Pacific Islander/Two or More Races/Unknown-Non- Respondent/White) C-E.2.1. The student group African American is underrepresented per the 80% Rule for race/ethnicity, being at 62.3% of the reference group. The college will raise the percentage of students in the ESL Completion group who are African American to meet or exceed that of the 80% rule. C-E.2.2. The student groups American Indian or Alaskan are underrepresented per the 80% Rule for race/ethnicity, being at 59.8% of the reference group. The college will raise the percentage of students in the ESL Completion group who are American Indian or Alaskan to meet or exceed that of the 80% rule. C-E.2.3. The student group Asian is the reference group for this indicator by race/ethnicity, at 100.0%. C-E.2.4. The student group Filipino meets or exceeds the 80% Rule for race/ethnicity, being at 99.8% of the reference group. C-E.2.5. The student group Hispanic is underrepresented per the 80% Rule for race/ethnicity, being at 72.0% of the reference group. The college will raise the percentage of students in the ESL Completion group who are Hispanic to meet or exceed that of the 80% rule. C-E.2.6. The student groups Native Hawaiian or Pacific Islander are underrepresented per the 80% Rule for race/ethnicity, being at 77.5% of the reference group. The college will raise the percentage of students in the ESL Completion group who are Native Hawaiian or Pacific Islander to meet or exceed that of the 80% rule. C-E.2.7. The student group Unknown is underrepresented per the 80% Rule for race/ethnicity, being at 72.7% of the reference group. Not Applicable. C-E.2.8. The student group White meets or exceeds the 80% Rule for race/ethnicity, being at 83.2% of the reference group. Cerritos College Student Equity Plan Page 51

52 Goals and Activities C-E.3. Disability Status (yes/no) C-E.3.1. The student group with Disability status met or exceeded the 80% Rule (93.4% of the reference group-without Disability status). C-E.4. Veteran Status (yes/no) C-E.4.1. The student group with Veteran status met or exceeded the 80% Rule (187.4% of the reference group-without Veteran status). C-E.5. Foster Youth Status (yes/no) C-E.4.1. The student group with Foster Youth status met or exceeded the 80% Rule (84.4% of the reference group-without Foster Youth status). C-E.6. Socio-Economic Status (SES) Economically Disadvantaged Status (yes/no) C-E.4.1. The student group with Economically Disadvantaged status met or exceeded the 80% Rule (99.3% of the reference group-without Economically Disadvantaged status). Cerritos College ESL and Basic Skills Completion Goals by Student Group for math: C-M.1. Gender (male/female) C-M.1.1. The men, women, and unknown student groups met or exceeded the 80% Rule for gender, with the lowest among these being for unknown at 83.2% of the reference group-women. C-M.2. Race/Ethnicity (African American/American Indian-Alaskan/Asian/Filipino/Hispanic/Native Hawaiian-Pacific Islander/Two or More Races/Unknown-Non- Respondent/White) C-M.2.1. The student group African American is underrepresented per the 80% Rule for race/ethnicity, being at 41.5% of the reference group. The college will raise the percentage of students in the Math Completion group who are African American to meet or exceed that of the 80% rule. C-M.2.2. The student groups American Indian or Alaskan met or exceeded the 80% Rule for race/ethnicity, being at 48.4% of the reference group. The college will raise the percentage of students in the Math Completion group who are Filipino to meet or exceed that of the 80% rule. C-M.2.3. The student group Asian is the reference group for this indicator by race/ethnicity, at 100.0%. Cerritos College Student Equity Plan Page 52

53 Goals and Activities C-M.2.4. The student group Filipino meets or exceeds the 80% Rule for race/ethnicity, being at 93.7% of the reference group. C-M.2.5. The student group Hispanic is underrepresented per the 80% Rule for race/ethnicity, being at 71.5% of the reference group. The college will raise the percentage of students in the Math Completion group who are Hispanic to meet or exceed that of the 80% rule. C-M.2.6. The student groups Native Hawaiian or Pacific Islander are underrepresented per the 80% Rule for race/ethnicity, being at 76.1% of the reference group. The college will raise the percentage of students in the Math Completion group who are Native Hawaiian or Pacific Islander to meet or exceed that of the 80% rule. C-M.2.7. The student group Unknown is underrepresented per the 80% Rule for race/ethnicity, being at 72.6% of the reference group. Not Applicable. C-M.2.8. The student group White meets or exceeds the 80% Rule for race/ethnicity, being at 86.5% of the reference group. C-M.3. Disability Status (yes/no) C-M.3.1. The student group with Disability status met or exceeded the 80% Rule (82.7% of the reference group-without Disability status). C-M.4. Veteran Status (yes/no) C-M.4.1. The student group with Veteran status met or exceeded the 80% Rule (271.1% of the reference group-without Veteran status). C-M.5. Foster Youth Status (yes/no) C-M.4.1. The student group with Foster Youth status met or exceeded the 80% Rule (203.3% of the reference group-without Foster Youth status). C-M.6. Socio-Economic Status (SES) Economically Disadvantaged Status (yes/no) C-M.4.1. The student group with Economically Disadvantaged status met or exceeded the 80% Rule (96.6% of the reference group-without Economically Disadvantaged status). Cerritos College Student Equity Plan Page 53

54 Goals and Activities ACTIVITY C.1. (Please include the target date in chronological order and identify the responsible person/group for each activity) C. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity # C. Global 1. C. Global 2. C. Global 3. C. Global 4. C. Global 5. C. Global 6. C. Global 7. C. Global 8. Activity ESL: Collaborate among credit and non-credit programs to transition basic skills students. -K-16 Bridge, new non-credit basic skills classes, other AED courses and programs. Conduct stop-out data analysis, by ethnicity, when students enroll but postpone taking math/english/esl courses. Conduct campus environmental scan of support service programs to ascertain and catalog what they offer (examples include CalWORKs, Umoja, DSPS, LINC, Project HOPE, and EOPS). Carry out focus group sessions with basic skills students to learn needs and strategies to support academic success. Provide support for the development and use of Open Education initiatives, including lab resources. Research and identify practices effective in teaching and learning in the basic skills (English, math, and ESL) for the studied groups underrepresented per the 80% rule. Identify course availability relative to need and demand for English, math, and ESL sequences. Conduct study of student scheduling needs and use data to adjust course scheduling to address unmet needs. Responsible Person/Group Academic Affairs, Student Services, Developmental Education, Counseling Institutional effectiveness- Research & Planning Student Services, Academic Affairs Institutional effectiveness- Research & Planning Target Date Spring 2015 Mid-Spring 2015 Fall 2014 Spring 2015 Academic Affairs Spring 2015 Student Services, Academic Affairs Academic Affairs, Enrollment Management Academic Affairs, Enrollment Management, ASCC Spring 2015 Fall 2014 Spring 2015 Cerritos College Student Equity Plan Page 54

55 Goals and Activities ACTIVITY C-L. (Please include the target date in chronological order and identify the responsible person/group for each activity) C-L. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity # C- L.2.1.a. C- L.2.1.b. Activity The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the African American student population who meet or exceed that of the reference group. Responsible Person/Group Office of Research & Planning Selected Offices and Programs Target Date Fall 2015 C- L.2.4.a. C- L.2.4.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals who are in the Filipino student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 C- L.2.5.a. C- L.2.5.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the Hispanic student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 C- L.2.6.a. C- L.2.6.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the Native Hawaiian or Pacific Islander student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 C- L.2.8.a. C- L.2.8.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the White student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 Cerritos College Student Equity Plan Page 55

56 Goals and Activities ACTIVITY C-E.1 (Please include the target date in chronological order and identify the responsible person/group for each activity) C-E. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity # C- E.2.1.a. C- E.2.1.b. Activity The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the African American student population who meet or exceed that of the reference group. Responsible Person/Group Office of Research & Planning Selected Offices and Programs Target Date Fall 2015 C- E.2.2.a. C- E.2.2.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals who are in the American Indian or Alaskan student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 C- E.2.5.a. C- E.2.5.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals who are in the Hispanic student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 C- E.2.6.a. C- E.2.6.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals who are in the Native Hawaiian or Pacific Islander student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 Cerritos College Student Equity Plan Page 56

57 Goals and Activities ACTIVITY C-M.1 (Please include the target date in chronological order and identify the responsible person/group for each activity) C-M. ACTIVITIES (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity # C- M.2.1.a. C- M.2.1.b. Activity The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals in the African American student population who meet or exceed that of the reference group. Responsible Person/Group Office of Research & Planning Selected Offices and Programs Target Date Fall 2015 C- M.2.2.a. C- M.2.2.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals in the American Indian or Alaskan student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 C- M.2.5.a. C- M.2.5.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals in the Hispanic student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 C- M.2.6.a. C- M.2.6.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals in the Native Hawaiian or Pacific Islander student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 Cerritos College Student Equity Plan Page 57

58 Goals and Activities EXPECTED OUTCOME C. Global Activity # C. Global 1. C. Global 2. C. Global 3. C. Global 4. C. Global 5. C. Global 6. C. Global 7. C. Global 8. Expected Outcome Actionable causes, by target group, for student postponement of math will be identified and used to create and implement interventions. Engage affected discipline departments in decisions on revised cut scores, as indicated by the data analysis. Implement changes. Target Date Fall 2015 Fall 2015 Implement targeted interventions by student group, based on findings from C. Global 1. And C. Global 2. Spring 2016 Faculty and students refer to contents regularly and use them to innovate and focus on successful practices. Spring 2016 Students in the pilot program receive holistic support and intervention services tailored to their specific, real-time needs and significantly improve performance in the basic skills and across the curriculum, as well as each of the five student equity indicators. Variety of student cohort groups established based on selected student needs/goals and provided with upfront boot camp as well as ongoing support resources to establish and maintain best practices for students with their shared goals. 50% of hourly staff workload carried by students to enhance connectedness, engagement, time on campus, access to potential faculty and staff mentors, sense of ownership of institutional performance outcomes. Improved, academic and career success-supporting student confidence and associated course engagement and improved grades. Fall 2016 Fall 2016 Fall 2016 Fall 2016 Cerritos College Student Equity Plan Page 58

59 EXPECTED OUTCOME C-L.2. Goals and Activities Activity # Expected Outcome Target Date C-L.2.1.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of African American students in the ESL Completion student population will meet or exceed that of the reference group (45.2%). C-L.2.1.b-d. C-L.2.4.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Filipino students in the ESL Completion student population will meet or exceed that of the reference group (45.2%). C-L.2.4.b-d. C-L.2.5.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Hispanic students in the ESL Completion student population will meet or exceed that of the reference group (45.2%). C-L.2.5.b-d. C-L.2.6.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Native Hawaiian or Pacific Islander students in the ESL Completion student population will meet or exceed that of the reference group (45.2%). C-L.2.6.b-d. C-L.2.8.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of White students in the ESL Completion student population will meet or exceed that of the reference group (45.2%). C-L.2.8.b-d. EXPECTED OUTCOME C-E.2. Activity # Expected Outcome Target Date C-E.2.1.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of African American students in the ESL Completion student population will meet or exceed that of the reference group (60.0%). C-E.2.1.b-d. C-E.2.2.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of American Indian or Alaskan students in the ESL Completion student population will meet or exceed that of the reference group (60.0%). C-E.2.2.b-d. Cerritos College Student Equity Plan Page 59

60 Goals and Activities C-E.2.5.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Hispanic students in the ESL Completion student population will meet or exceed that of the reference group (60.0%). C-E.2.5.b-d. C-E.2.6.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Native Hawaiian or Pacific Islander students in the ESL Completion student population will meet or exceed that of the reference group (60.0%). C-E.2.6.b-d. EXPECTED OUTCOME C-M.2. Activity # Expected Outcome Target Date C-M.2.1.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of African American students in the ESL Completion student population will meet or exceed that of the reference group (34.7%). C-M.2.1.b-d. C-M.2.2.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of American Indian or Alaskan students in the ESL Completion student population will meet or exceed that of the reference group (34.7%). C-M.2.2.b-d. C-M.2.5.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Hispanic students in the ESL Completion student population will meet or exceed that of the reference group (34.7%). C-M.2.5.b-d. C-M.2.6.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Native Hawaiian or Pacific Islander students in the ESL Completion student population will meet or exceed that of the reference group (34.7%). C-M.2.6.b-d. Cerritos College Student Equity Plan Page 60

61 Goals and Activities 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. Cerritos College Degree and Certificate Completion Goals by Student Group: D.1. Gender (male/female) D.1.1. All student groups met or exceeded the 80% Rule for gender, with the lowest being for men at 81.7% of the reference group-women. D.2. Race/Ethnicity (African American/American Indian-Alaskan/Asian/Filipino/Hispanic/Native Hawaiian-Pacific Islander/Two or More Races/Unknown-Non- Respondent/White) D.2.1. The student group African American is underrepresented per the 80% Rule for race/ethnicity, being at 72.6% of the reference group. The college will raise the percentage of students in the Degree or Certificate Completion group who are African American to meet or exceed that of the 80% rule. D.2.2. The student groups American Indian or Alaskan met or exceeded the 80% Rule for race/ethnicity, being at 62.9% of the reference group. The college will raise the percentage of students in the Degree or Certificate Completion group who are American Indian or Alaskan to meet or exceed that of the 80% rule. D.2.3. The student group Asian is underrepresented per the 80% Rule for race/ethnicity, being at 70.0% of the reference group. The college will raise the percentage of students in the Degree or Certificate Completion group who are Asian to meet or exceed that of the 80% rule. D.2.4. The student group Filipino is the reference group for this indicator by race/ethnicity, at 100.0%. D.2.5. The student group Hispanic is underrepresented per the 80% Rule for race/ethnicity, being at 73.4% of the reference group. Cerritos College Student Equity Plan Page 61

62 Goals and Activities The college will raise the percentage of students in the Degree or Certificate Completion group who are Hispanic to meet or exceed that of the 80% rule. D.2.6. The student groups Native Hawaiian or Pacific Islander are underrepresented per the 80% Rule for race/ethnicity, being at 57.0% of the reference group. The college will raise the percentage of students in the Degree or Certificate Completion group who are Native Hawaiian or Pacific Islander to meet or exceed that of the 80% rule. D.2.7. The student group Unknown is underrepresented per the 80% Rule for race/ethnicity, being at 72.6% of the reference group. Not Applicable. D.2.8. The student group White meets or exceeds the 80% Rule for race/ethnicity, being at 86.5% of the reference group. D.3. Disability Status (yes/no) D.3.1. The student group with Disability status met or exceeded the 80% Rule (100% of the reference group-without disability status). D.4. Veteran Status (yes/no) D.4.1.The student group with Veteran status met or exceeded the 80% Rule (195.3% of the reference group-without Veteran status). D.5. Foster Youth Status (yes/no) D.5.1. The student group with Foster Youth status is underrepresented per the 80% Rule, having completed no degrees or certificates. The college will raise the percentage of students in the Degree or Certificate Completion group who are in the Foster Youth status group to meet or exceed that of the 80% rule. D.6. Socio-Economic Status (SES) Economically Disadvantaged Status (yes/no) D.6.1.The student group with economically Disadvantaged status is the reference group at 100.0% while the student group without met or exceeded the 80% Rule at 80.1%. Cerritos College Student Equity Plan Page 62

63 Goals and Activities ACTIVITY D.1 (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity # Activity 1. Identify resources needed to improve degree and certificate completion. Responsible Person/Group Academic Affairs, ASCC, Faculty, Public Affairs, Research & Planning, Student Services Target Date Spring 2016 D. Global 1. a. Gather data to identify needed classes through completion/education plans Faculty, Research & Planning Academic Affairs, ASCC, Faculty Spring 2016 b. Reduce textbook costs/access codes Academic Affairs, ASCC, Faculty Spring 2015 D. Global 2. c. Develop a listing of student resources on our web site 2. Develop resilience and retention strategies a. Active reminder texting system - interventions for students b. Peer counselors in classroom for veterans c. Degree information and communication review in spring for students Public Affairs, Student Services Taskforce 3SP, Academic Affairs, Admissions, ASCC, Department Chairs, Department Faculty, Student Services 3SP, Academic Affairs Student Services Department Chairs, Department Faculty Spring Spring 2017 Spring 2015 Spring 2016 Spring 2017 Spring 2016 Cerritos College Student Equity Plan Page 63

64 Goals and Activities d. Establish completion cohorts Academic Affairs, Admissions Department Chairs 3. Develop success navigational strategies physical, educational, and digital ASCC Spring 2016 a. Environmental scan of campus and how it makes students feel ASCC, Research & Planning Spring 2016 b. 1st day/week student ambassadors to answer questions ASCC Spring 2016 D. Global 3. c. Completion progress reports in MyCerritos 3SP, Academic Affairs Spring 2015 d. Community Conversations sessions as a method to inform students and parents Board of Trustees Community Taskforce Fall 2014 e. Educate students and staff on how to help students 4. Research cultural barriers in the classroom Human Resources, CTX Academic Affairs, CTX, Faculty, Research & Planning, Student Services Spring 2015 Spring 2017 D. Global 4. a. Form faculty group to look at syllabi and cultural barriers b. Look at unintended consequences of the counterproductive teaching moments (locking out, punitive language on the syllabi how students are affected) Faculty Academic Affairs, Faculty Spring 2017 Spring 2017 c. CTX workshops on classroom cultural competency Academic Affairs, CTX, Faculty Spring 2017 d. New faculty mentors/orientation Academic Affairs, CTX Spring 2017 Cerritos College Student Equity Plan Page 64

65 Goals and Activities D. Global Develop career and college readiness strategies with K-12 partners a. Work with K-12 b. K-12 Bridge c. K-12 Alignment Academic Affairs, Educational and Distance Partnerships, Student Services Spring 2017 D.2.1.a. D.2.1.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the African American student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 D.2.2.a. D.2.2.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the American Indian or Alaskan student populations who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 D.2.3.a. D.2.3.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals who are in the Asian student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 D.2.5.a. D.2.5.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals who are in the Hispanic student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 D.2.6.a. D.2.6.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the Native Hawaiian or Pacific Islander student populations who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 Cerritos College Student Equity Plan Page 65

66 Goals and Activities EXPECTED OUTCOME D. Global Activity # Activity Target Date D. Global 1. D. Global 2. D. Global 3. D. Global 4. D. Global 5. Complete identification of degree and certificate completion resources Spring 2016 a. Increase access to needed classes through completion/education plans Spring 2016 b. Reduce textbook costs/access codes Spring 2015 c. Develop a listing of student resources on our website (in progress) Spring 2015 Develop resilience and retention strategies Spring 2017 a. Active reminder texting system - interventions for students Spring 2015 b. Peer counselors in classrooms Spring 2016 c. Degree orientations required in spring for every degree Spring 2017 d. Completion cohorts identified and established Spring 2016 Navigational strategies in place Spring 2016 a. Environmental scan of campus and how it makes students feel Spring 2015 b. 1 st day/week student ambassadors to answer questions Spring 2015 c. Completion progress reports in My Cerritos (in progress) Spring 2016 d. Community conversations (town hall meetings in progress) use as a way to inform students and parents Spring 2016 e. Educate students and staff on how to help students Spring 2017 Cultural barriers in classroom a. Form a faculty group to look at syllabi and cultural barriers b. Unintended consequences of the wrong teaching moments (locking students out, punitive language, syllabi how students are affected) Spring 2017 c. CTX workshops on cultural competency in the classroom d. New faculty mentors/orientation Career and college-readiness strategies established with K-12 partners a. Work with K-12 in establish programs b. K-12 Bridge programs infused with degree and certificate completion programs Spring 2017 c. K-12 alignment Cerritos College Student Equity Plan Page 66

67 Goals and Activities EXPECTED OUTCOME D.2. Activity # Expected Outcome Target Date D.2.1.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of African American students in the Degree or Certificate Completion student population will meet D.2.1.b. or exceed that of the 80% rule. D.2.2.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of American Indian or Alaskan students in the Degree or Certificate Completion student population D.2.2.b. will meet or exceed that of the 80% rule. D.2.3.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Asian students in the Degree or Certificate Completion student population will meet or exceed D.2.3.b. that of the 80% rule. D.2.5.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Hispanic students in the Degree or Certificate Completion student population will meet or exceed D.2.5.b. that of the 80% rule. D.2.6.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Native Hawaiian or Pacific Islander students in the Degree or Certificate Completion student D.2.6.b. population will meet or exceed that of the 80% rule. Cerritos College Student Equity Plan Page 67

68 Goals and Activities 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. Cerritos College Transfer Goals by Student Group: E.1. Gender (male/female) E.1.1. All student groups met or exceeded the 80% Rule for gender, with the lowest being for women at 89.2% of the reference group-women. E.2. Race/Ethnicity (African American/American Indian-Alaskan/Asian/Filipino/Hispanic/Native Hawaiian-Pacific Islander/Two or More Races/Unknown-Non- Respondent/White) E.2.1. The student group African American is underrepresented per the 80% Rule for race/ethnicity, being at 54.6% of the reference group. The college will raise the percentage of students in the Transfer-identified group who are African American to meet or exceed that of the 80% rule. E.2.2. The student groups American Indian or Alaskan met or exceeded the 80% Rule for race/ethnicity, being at 44.1% of the reference group. The college will raise the percentage of students in the Transfer-identified group who are American Indian or Alaskan to meet or exceed that of the 80% rule. E.2.3. The student group Asian is the reference group for this indicator by race/ethnicity, at 100.0%. E.2.4. The student group Filipino is underrepresented per the 80% Rule for race/ethnicity, being at 61.2% of the reference group. The college will raise the percentage of students in the Transfer-identified group who are Asian to meet or exceed that of the 80% rule. E.2.5. The student group Hispanic is underrepresented per the 80% Rule for race/ethnicity, being at 73.4% of the reference group. The college will raise the percentage of students in the Transfer-identified group who are Hispanic to meet or exceed that of the 80% rule. Cerritos College Student Equity Plan Page 68

69 Goals and Activities E.2.6. The student groups Native Hawaiian or Pacific Islander are underrepresented per the 80% Rule for race/ethnicity, being at 57.0% of the reference group. The college will raise the percentage of students in the Transfer-identified group who are Native Hawaiian or Pacific Islander to meet or exceed that of the 80% rule. E.2.8. The student group White is underrepresented per the 80% Rule for race/ethnicity, being at 53.6% of the reference group. The college will raise the percentage of students in the Transfer-identified group who are White to meet or exceed that of the 80% rule. E.3. Disability Status (yes/no) E.3.1. The student group with Disability status met or exceeded the 80% Rule, being at 87.4% of the reference group. E.4. Veteran Status (yes/no) E.4.1. The student group with Veteran status met or exceeded the 80% Rule, being at 169.5% of the reference group. E.5. Foster Youth Status (yes/no) E.5.1. The student group with Foster Youth status is underrepresented per the 80% Rule, with no Transfers. The college will raise the percentage of students with Foster Youth status in the Transfer-identified group to meet or exceed that of the 80% rule. E.6. Socio-Economic Status (SES) Economically Disadvantaged Status (yes/no) E.6.1. The student group with Economically Disadvantaged status met or exceeded the 80% Rule, being at 80.2% of the reference group. Cerritos College Student Equity Plan Page 69

70 Goals and Activities ACTIVITY E. Global (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity # E. Global 1. E. Global 2. E. Global 3. E. Global 4. E. Global 5. E. Global 6. Activity Convene a taskforce to build a web of transfer awareness that would facilitate the delivery of consistent transfer-related information to students across campus Identify transfer-related information to be distributed (e.g., resources and services available to students, application deadlines, financial aid deadlines, etc.) Determine methods of and resources for distributing transfer-related information Generate and distribute transfer data (e.g., number of students who transfer, where students transfer to, etc.) Expand Transfer Hall of Fame beyond the Transfer Center to include multiple departments/programs Conduct financial literacy workshops with an emphasis on long-term educational funding Responsible Person/Group Vice President of Student Services Transfer Awareness Taskforce Transfer Awareness Taskforce IERP; Transfer Awareness Taskforce Faculty Senate; Transfer Center Financial Aid Target Date Fall 2014 Spring 2015 Spring 2015 Ongoing every fall Fall 2015 Ongoing with first during Spring 2015 E.2.1.a. E.2.1.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the African American student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 E.2.2.a. E.2.2.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the American Indian or Alaskan student populations who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 E.2.4.a. E.2.4.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals who are in the Filipino student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 Cerritos College Student Equity Plan Page 70

71 Goals and Activities E.2.5.a. E.2.5.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of individuals who are in the Hispanic student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 E.2.6.a. E.2.6.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the Native Hawaiian or Pacific Islander student populations who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 E.2.8.a. E.2.8.b. The College will conduct research into the reasons for the disproportionate negative impact. The College will carry out research-based activities to raise the percentage of students in the White student population who meet or exceed that of the reference group. Office of Research & Planning Selected Offices and Programs Fall 2015 Cerritos College Student Equity Plan Page 71

72 Goals and Activities EXPECTED OUTCOME E. Global Activity # Activity Target Date E. Expanded Transfer Hall of Fame featuring campus posters/banners with names, #s, and department/division; Global 1. campus e-messages, and press releases. Spring 2016 E. New paper and e-brochure, updated annually, featuring results data and illustrative student testimonials. Global 2. Spring 2016 E. New ifalcon focal point on transfer in the A Advance component section. Global 3. Fall 2015 E. Global 4. E. Global 5. E. Global 6. E. Global 7. Active Transfer Push program featuring Transfer Center-issued student s, faculty-to-student individual and small group outreach and encouragement, and targeted distribution of Transfer Center calendar of programs and Spring 2015 services Transfer Center-sponsored Financial Aid workshops, in person and via Cynosure, specific to managing education expenses across different levels of higher education (i.e., university, grad school, etc.) with real-life examples and Spring 2016 student testimonials Student Ambassadors team available to promote awareness, provide encouragement, and give suggestions to targeted new and continuing student groups as identified by various college departments. Spring 2015 New tangible Transfer Web of Awareness (TWA) program in place to assure consistent messaging, using multiple modes of communication regarding: a. resources and services available to students (e.g., Transfer Guide) b. deadlines (October: submit CSU application; November: submit UC application) c. policies and procedures on academic renewal, repeat/repetition, and probation (avoiding it) d. the value of helping one another e. easy to follow checklists/to-do lists and, targeted professional development colleague-to-colleague workshops facilitated by best practitioners with faculty/staff sharing information and expertise with each other. Spring 2016 Cerritos College Student Equity Plan Page 72

73 Goals and Activities EXPECTED OUTCOME E.1.1 Activity # Activity Target Date E.2.1.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of African American students in the Transfer-identified student population will meet or exceed that E.2.1.b. of the 80% rule. E.2.2.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of American Indian or Alaskan students in the Transfer-identified student population will meet or E.2.2.b. exceed that of the 80% rule. E.2.4.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Filipino students in the Transfer-identified student population will meet or exceed that of the E.2.4.b. 80% rule. E.2.5.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Hispanic students in the Transfer-identified student population will meet or exceed that of the E.2.5.b. 80% rule. E.2.6.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of Native Hawaiian or Pacific Islander students in the Transfer-identified student population will E.2.6.b. meet or exceed that of the 80% rule. E.2.8.a. Actionable causes of the disproportionate impact will be identified. Fall 2015 The percentage of White students in the Transfer-identified student population will meet or exceed that of the 80% E.2.8.b. rule. Cerritos College Student Equity Plan Page 73

74 Cerritos College Student Equity Plan Page 74

75 Budget Cerritos College Student Equity Plan Page 75

76 Cerritos College Student Equity Plan Page 76

77 Sources of Funding Cerritos College is allocated $1,145, in categorical Closing the Achievement Gap Student Equity funding for the budget year. The Chancellor s Office (CCCCO) has informed the field that carry over will be permitted. This is responsive to needs arising out the timing of the start of this Plan s effective date and the final submittal deadline--january 1, ANNUAL BUDGET (subject to provision for carry-over into ) Budgeted Revenue State Categorical Closing the Achievement Gap-Student Equity $1,145, Budgeted Expenses Fund Location Location Description Object Object Description Adopted Budget Student Equity Plans 1210 Acad Sal Release Time 60, Student Equity Plans 1311 Acad Hrly PT 110, Student Equity Plans 1320 Acad Stipend Pay 40, Student Equity Plans 2312 Non-Instr Temp - Adult Hrly 30, Student Equity Plans 2312 Non-Instr Temp - Adult Hrly 30, Student Equity Plans 4550 Non-Instr Supplies 11, Student Equity Plans 4550 Non-Instr Supplies 34, Student Equity Plans 5640 Repairs & Maint-Non-Instr 10, Student Equity Plans 5810 Contracted Serv 40, Student Equity Plans 6310 Sftwr/Flms/Non-PrntMda (CollLi) 250, Student Equity Plans 6410 Cap Eq - Instr 120, Student Equity Plans 7900 Reserve of Contingencies 410, Totals $1,145, This is an adopted line item budget. Allocation of $735,000 in expenditures are based on college-wide resource allocation decisions and an additional $410,504 for other Student Equity Plan implementation needs. Cerritos College Student Equity Plan Page 77

78 Cerritos College Student Equity Plan Page 78

79 Evaluation Schedule and Process Cerritos College Student Equity Plan Page 79

80 Cerritos College Student Equity Plan Page 80

81 Evaluation Schedule and Process PERIODIC EVALUATION FUNCTION/ACTIVITY/PRODUCTS Student Equity Organizing Team planning and coordination of bi-annual Summits refining and finalizing Summit products Student Equity Progress Review and Planning Summits review of progress; refining of activities Inventory of accomplishments; confirmation of goals and activities Student Equity Task Force Meetings hearing/discussing/considering status reports cataloguing updated performance outcome data cataloguing recommendations for revision referred to a Summit SCHEDULED PERIODS Bi-annual/as needed March, May October, December Bi-annual November April Monthly each meeting as available as recommended Evaluation will consist of quantitative and qualitative data, methods, and measures. Student performance outcome measurements will continue to be provided quantitatively while measurements of the activity progress and accomplishments will vary from quantitative, to qualitative, to mixed methods based on the measured activity. Sources of data and analyses are expected to include the Office of Institutional Effectiveness Research and Planning; Unit, Division, and Area Plans; student learning outcomes (SLOs) and administrative unit outcomes (AUOs), and other applicable program review work, conducted at the unit, division, area, or institutional level; MIS and other data reports available from the Chancellor s Office (CCCCO) Data Mart. Cerritos College Student Equity Plan Page 81

82 Cerritos College Student Equity Plan Page 82

83 Attachments Cerritos College Student Equity Plan Page 83

84 Cerritos College Student Equity Plan Page 84

85 Attachments I. Title Student Equity Plans II. Student Equity Planning Fact Sheet produced by the CCCCO III. Student Equity Allocations for CCCCO memo IV. Student Equity Planning Process and Assigned Parties as approved by Coordinating Committee V. USC Rossier School Center for Urban Education s Why Race? Preface VI. Student Equity Planning Summit I (June, 2014) A. PowerPoint (attached separately in electronic version of this document) B. Break-out Group Guide Sheet (sample) VII. Student Equity Planning Summit I (October, 2014) A. Agenda B. Student Equity Plan 2014 Activities Master Sheet Cerritos College Student Equity Plan Page 85

86 5 CCR Student Equity Plans. (a) In order to promote student success for all students, regardless of race, gender, age, disability, or economic circumstances, the governing board of each community college district shall maintain a student equity plan which includes for each college in the district: (1) Campus-based research as to the extent of student equity in the five areas described in paragraph (2) and the determination of what activities are most likely to be effective; (2) Goals for access, retention, degree and certificate completion, ESL and basic skills completion, and transfer; for the overall student population and for each population group of students, as appropriate. Where significant underrepresentation is found to exist in accordance with standards adopted by the Board of Governors, the plan shall include race-neutral and/or gender-neutral measures for addressing disparities in those areas, and, when legally appropriate, goals for addressing a disparity in representation of students with disabilities, and where required by federal law, race-conscious and/or gender-conscious measures for addressing a race or gender disparity; (3) Implementation activities designed to attain the goals, including a means of coordinating existing student equity related programs; (4) Sources of funds for the activities in the plan; (5) Schedule and process for evaluation; and (6) An executive summary that includes, at a minimum, the groups for whom goals have been set, the goals, the initiatives that the college or district will undertake to achieve these goals, the resources that have been budgeted for that purpose, and the district official to contact for further information. (b) These plans should be developed with the active involvement of all groups on campus as required by law, and with the involvement of appropriate people from the community. (c) The Board-adopted plan shall be submitted to the Office of the Chancellor, which shall publish all executive summaries, sending copies to every college and district, the chair of each consultation group that so requests, and such additional individuals and organizations as deemed appropriate. (d) For the purposes of this section, each population group of students means American Indians or Alaskan natives, Asians or Pacific Islanders, Blacks, Hispanics, Whites, men, women, and persons with disabilities. A person shall be included in the group with which he or she identifies as his or her group. Note: Authority cited: Section 70901, Education Code. Reference: Sections , , and 70901, Education Code. HISTORY 1. New subchapter 4 and section filed ; operative (Register 93, No. 6). 2. Amendment of subsections (a)(1), (a)(2) and (b), repealer of subsections (d)-(d)(2), and new subsection (d) filed ; operative Submitted to OAL for printing only (Register 98, No. 3). 3. Amendment of subsections (a) and (a)(2) filed ; operative Submitted to OAL for printing only pursuant to Education Code section (Register 2006, No. 17). Cerritos College Student Equity Plan Page 86

87 Student Equity Planning Fact Sheet January 2014 History: In 1991, the California Legislature charged all levels of public education to provide educational equity through environments in which each person... has a reasonable chance to fully develop his or her potential (Education Code c). In keeping with these requirements, the California Community Colleges (CCC) Board of Governors (BOG) adopted a student equity policy in 1992, to ensure that groups historically underrepresented in higher education have an equal opportunity for access, success, and transfer; enjoining all districts to develop, implement, and evaluate a student equity plan. In 1996, the BOG amended its policy to establish the adoption of a student equity plan as a minimum standard for receipt of state funding. In 2002, the BOG implemented title 5 regulations requiring colleges to develop a student equity plan, and the Chancellor s Office provided guidelines to the colleges for developing plans in June Colleges were asked to update and complete plans in In response to the economic downturn and State budget cuts that began in and continued through , the legislature instituted categorical program flexibility that suspended many regulatory requirements related to student equity and other initiatives. In January 2011, in response to SB 1163 (Liu), the BOG embarked on a 12-month planning process to improve student success, creating the Student Success Task Force. The Task Force published recommendations in early 2012, many of which became part of the Student Success Act of 2012 (SB1456). Among many important changes in the Act, it reaffirmed the importance of focusing on student equity in the effort to improve student success. In 2013, the Chancellor s Office convened a Student Equity Workgroup to review and update the student equity planning process, ensuring that each college identifies strategies to address and monitor equity issues as well as to mitigate disproportionate impact on student access and achievement. The Chancellor s Office provided an updated plan template to colleges in late Description: The student equity plan focuses on increasing access, course completion, ESL and basic skills completion, degrees, certificates and transfer for all students as measured by success indicators linked to the CCC Student Success Scorecard, and other measures developed in consultation with local colleges. Success indicators are used to identify and measure areas for which disadvantaged populations may be impacted by issues of equal opportunity. Each college develops specific goals/outcomes and actions to address disparities that are discovered, disaggregating data for indicators by student demographics, preferably in program review. College plans must describe the implementation of each indicator, as well as policies, activities and procedures as they relate to student equity at the college. Student equity plans are prepared with three- to five-year timeframes in terms of planned activities and improvements, to align with the Student Success and Support Program Plan, but must be updated annually. Annual updates will be due in the Chancellor s Office during the third week of October. Appropriation: Although the BOG has made student equity planning a minimum standard for receipt of state funding since 1996 and has long recognized the importance of student equity, until the passage of the Student Success Act of 2012, student equity was not tied to any categorical program and did not receive formal funding through the legislative budget process. In January of 2014, in recognition and support of the importance of the need to identify and support equity and success for all students, the governor s budget proposed to target $100 million of additional Student Success and Support Program (SSSP) funding to close achievement gaps in access and success in underrepresented student groups, as identified in local student equity plans. Eligibility criteria: Title 5 regulations (title 5, 54220(d)) specify that, at a minimum, colleges must review and address the following populations when looking at disproportionate impact in student equity plans: American Indians or Alaskan natives, Asians or Pacific Islanders, Blacks, Hispanics, Whites, men, women, and persons with disabilities. Critical Issues: Many colleges do not have updated student equity plans due to the suspension of the requirement to complete plans, and the need to review and update the planning process. Further changes may be needed to update title 5 regulations to integrate student equity planning into other efforts such as college and/or district accreditation, educational master planning, program review, and basic skills planning processes. Doing so will help colleges adopt an institutionwide, holistic approach to planning, budgeting, and the delivery of instruction and services to support equity in student access and success. In addition, if the legislature approves the governor s proposed budget, the Chancellor's Office will be charged with developing a process for allocating targeted funding to districts and colleges. The 2014 budget bill, SB 851 (Leon), specifies that the Chancellor s Office shall allocate funds to districts in a manner that ensures districts with a greater proportion or number of students who are high-need, as determined by the Chancellor s Office, receive greater resources to provide services to these students. Cerritos College Student Equity Plan Page 87

88 STATE OF CALIFORNIA BRICE W. HARRIS, CHANCELLOR CALIFORNIA COMMUNITY COLLEGES CHANCELLOR S OFFICE 1102 Q STREET, SUITE 4554 SACRAMENTO, CA (916) September 2, 2014 TO: FROM: Chief Executive Officers Chief Student Services Officers Chief Instructional Officers Academic Senate Presidents Chief Business Officers Linda Michalowski Vice Chancellor, Student Services and Special Programs SUBJECT: Student Equity Allocations for This contains the allocations for the new Student Equity categorical program. Governor Jerry Brown and the California State Legislature provided $70 million in the Budget Act to establish the Student Equity program in order to ensure equal educational opportunities and to promote student success for all students, regardless of race, gender, age, disability, or economic circumstances. While a requirement has been in place since 1996 that colleges adopt Student Equity Plans, this is the first time that dedicated state resources have been provided to support efforts to achieve the goals reflected in those plans. Together with the doubling of funds for the Student Success and Support Program, this is a valuable investment in the system s Student Success Initiative to help colleges achieve student success goals for all students. There are four attachments to this . They are: The Student Equity allocations to community college districts; An explanation of the factors used to calculate the allocations; Student Equity Program Funding Guidelines; and Student Equity Provisions of the Budget Trailer Bill (SB 860). Cerritos College Student Equity Plan Page 88

89 These documents will be posted to our website at: That is also where you will find the Student Equity Plan template and additional supporting material. Transition Year Challenges and Solutions Challenge 1: In anticipation of the start of Student Equity funding in , the Chancellor s Office sent colleges a Student Equity Plan template in March 2014, with a due date of November 21, The template reflects the requirements of title 5 regulations (Section 54220) and the Student Success Act of 2012 (SB 1456). However, the template does not reflect the new populations, goals and planning parameters that were added by the adoption of SB 860 on June 20. As a result, planning efforts already underway may not fully address the requirements of current law. Solution: Colleges need to review and address the requirements of SB 860 and incorporate them into local planning as soon as possible. However, Student Equity Plans submitted for that meet the requirements reflected in the Student Equity Plan Template released on March 11 will be deemed to be acceptable for as long as they include an outline of how the new requirements will be incorporated and addressed. Challenge 2: College planning efforts may have been delayed due to the absence of prior information about allocations and the requirements of SB 860. The Chancellor s Office established the November 21 Student Equity Plan submission deadline before the provisions of SB 860 were known. Solution: SB 860 requires colleges to submit Student Equity Plans on or before January 1, We will extend the submission deadline to that date. We recognize that colleges will still face challenges completing their plans and obtaining board approval before the end of 2014 due to the winter holidays. If there are colleges that cannot meet that date, we will work with them on a case-by-case basis. Challenge 3: Colleges are required to submit a Student Equity Plan and have it approved by the Chancellor s Office as a condition for receiving an allocation of Student Equity funds. However, funds became available on July 1, 2014, and plans are not due until mid-year. Solution: For , expenditures may precede the adoption of an approved plan but all expenditures must be reflected in the plan submitted for approval and in year-end expenditure reports. Challenge 4: Because this is a new program and colleges have to spend half of this first year in a planning process, allocations may not be fully spent by June 30. Solution: Districts may carry Student Equity funds over through the first quarter of Funds allocated for must be spent by September 30, Action Requested: Please share this memorandum and the attachments with your Student Equity Coordinators and planning committees. Contact: Debra Sheldon, Student Success and Equity Specialist at [email protected] Cerritos College Student Equity Plan Page 89

90 Cerritos College Student Equity Planning Action Outline: Cerritos College is committed to successful student equity outcomes and is initiating work in anticipation of new state requirements. Cerritos College will prepare and finalize its new Student Equity Plan in advance of the system-wide 3SP due date of October 17, Cerritos College will initiate its plan via a Student Equity Task Force and day-long design and implementation planning summit. Cerritos College will launch a new collegial Student Equity Committee for ongoing coordination of our student equity planning. Cerritos College will proactively integrate student equity, equal employment opportunity, and institutional cultural competency efforts. Item/Purpose/Charge How Constituted Action Requested 1. Action Outline (above) As agreed upon by Coordinating Committee Coordinating Committee approval Constituent Group Membership 2. Student Equity Task Force Coordinating o 4 student seats (appointed by ASCC) Conduct day-long Committee o 4 faculty seats (3 appointed by Senate, 1 design and approval appointed by CCFF) implementation o 2 classified seats (appointed by CSEA) planning summit, o 2 management seats (appointed by provide ongoing ACCME) implementation Faculty Resources Leadership Academic Affairs leadership, and lay o Coordinator, CTX foundation for o Coordinator, ifalcon continuing Student o Coordinator, Student Success Centers Equity Committee (as Faculty Resources Leadership Student Services o Counseling Chair General specified in the new o Counseling Chair Instructional Student Equity Plan). o DSPS Faculty Specialist/Counselor Functional Resource Personnel o VP Business Services, or designee o Dean, Counseling Services o Director, Adult Education/Diversity Programs o Assistant Director, EOPS o Director, Planning & Research o VP, Human Resources, or designee Co-chairs o VP Academic Affairs o VP Student Services Cerritos College Student Equity Plan Page 90

91 Item/Purpose/Charge How Constituted Action Requested 3. Student Equity Plan Design & Implementation Planning Summit Lay out all functional components of the 2014 Student Equity Plan, including substantive content (e.g., principles, student demographic and related data, student performance and related data, SWOT analyses, goals for exceptional outcomes, timelines, responsible parties, and/or such components as set forth in the Chancellor s Office plan specifications.) All Task Force members participate in day-long summit to include: o review of state and local mandates, standards, and expectations; o overall format of the Cerritos College 2014 Student Equity Plan; o deliverables for the day; o break-out content collaboration groups; and, o reports of breakout groups and production of Plan outline and statements of substantive content per the Action Outline. Coordinating Committee approval 4. Student Equity Plan 2014 System-wide 2014 Plan Standards Student Equity Success Indicators 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. This percentage is frequently calculated as a participation rate. B. Course Completion (Retention 1 ) The ratio of the number of credit courses that students, by population group, complete compared to the number of courses in which students in that group are enrolled on the census day of the term. C. ESL and Basic Skills Completion The ratio of the number of students by population group who complete a degreeapplicable course after having completed Coordinating Committee study & review 1 Although title 5 refers to retention the term course completion is deemed to embody that term in the guidelines. Cerritos College Student Equity Plan Page 91

92 the final ESL or basic skills course compared to the number of those students who complete such a final course. Item/Purpose/Charge How Constituted Action Requested D. Degree and Certificate Completion The ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal as documented in the student educational plan developed with a counselor/advisor. E. Transfer The ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English, to the number of students in that group who actually transfer after one or more (up to six) years. F. Student Success and Support Program Services The effect of the requirements related to mandatory participation of new students in SSSP services and enrollment priority on indicators A-E above, as well as the loss of Board of Governors (BOG) fee waiver of new students. Student Equity Plan Divisions: Section A. Cover/Table of Contents/Signature page Section B. Executive Summary Section C. Campus-Based Research Section D. Goals and Activities for each success indicator Section E. Budget (source of funding for activities) Section F. Evaluation Schedule and Process Section G. Attachments (Optional) ### Cerritos College Student Equity Plan Page 92

93 PREFACE For more than a decade the Center for Urban Education (CUE) has been developing the Equity Scorecard, a groundbreaking action research and inquiry process, which has been conducted in over eighty colleges and universities in ten states. We ve had the privilege of interacting with dedicated change agents program staff who work directly with students, faculty and academic deans, college presidents and chancellors, and system leaders on those campuses as they have engaged in inquiry to reduce inequities in college participation and outcomes among racial/ethnic groups. One question we ve been asked many times is Why focus on race? This question is posed by some who feel uncomfortable talking about issues of race and equity in higher education and by others who point to issues of equity among income groups as the main issue for concern. It is also posed by many who feel that colleges and universities have not done enough to address racial discrimination in higher education and struggle to express their point of view without eliciting a defensive response. We are pleased that Cheryl Ching, a CUE-affiliated doctoral student in the Rossier School of Education s PhD program in Urban Education Policy, has written this report to serve as a resource for communication among college and university practitioners as they grapple with the question of Why race? We believe that the prevailing norms of race muteness and color blindness are a central part of the problem creating the educational inequities so many change agents wish to address. Without discussions of race and racism, equity cannot be achieved. We invite you to share this report with colleagues to begin, inform, or renew discussions about race and equity that you may be engaged in at your institution. It is available for download from our web site at: cue.usc.edu/research/briefs_reports_papers.html. For other resources from CUE on issues of race and equity, please refer to our web site at cue.usc.edu or us at [email protected]. Sincerely, Dr. Estela Mara Bensimon Dr. Alicia C. Dowd Professor, Rossier School of Education Associate Professor, Rossier School of Education Co-Director, Center for Urban Education Co-Director, Center for Urban Education Cerritos College Student Equity Planning Summit Cerritos College Student Equity Plan Page 93

94 Thursday, June 12, 2014 Student Center Breakout Tables: Review of Data, Asking Secondary Questions, Rewriting Objectives, Identifying Activities (Estimated Time: 180 Minutes) Breakout: COURSE COMPLETION (RETENTION) Facilitator: Stephen Johnson Primary Indicator: Retention and success in all degree-applicable courses. Directions At the breakout tables you will complete the following: 1) Select a note-taker and a reporter (not the facilitator). 2) Review and discussion of any disproportionate adverse impact shown in the analysis (80% rule and/or proportionality) of the data according to race/ethnicity. 3) Prepare and write secondary questions to address questions that appear to need to be answered for finalizing the data analysis and/or to tailor activities to address the findings. (Prepare on Post-it Sheets) 4) Review draft objectives and rewrite as needed. (Prepare on Post-it Sheets) 5) Consider and propose (rough draft) activities designed to improve student success, including mitigating barriers to success and supporting indicators of success. (Prepare on Post-it Sheets) 6) Prepare Post-it sheets listing the activities being proposed and prepare to share them after the breakout time. Campus Practices Programs & Services Curriculum Student Equity Cerritos College Student Equity Plan Page 94

95 Where there is no vision, the people perish; where there is no framework of moral reasoning, the people close ranks in a war of all against all. Cornel West, Race Matters Why race? We believe that the prevailing norms of race muteness and color blindness are a central part of the problem creating the educational inequities so many change agents wish to address. Without discussions of race and racism, equity cannot be achieved. cue.usc.edu/research/briefs_reports_papers.html (053014) CCSEP 14 Cerritos College Student Equity Plan 2014 Summit II: Action Planning -agenda- Summit II Purpose & Process Key Concepts & Definitions From Brainstorming to Action Planning Group Reports & Summaries Wrapup & Next Steps Student Deficit Institutional Equity considers student needs through a student uses an institutional equity lens to deficits lens: address student needs: Students don t understand how college Colleges embrace practices that, and works, have poor study skills, or give up too practitioners who, ensure students soon. know how college works, are provided with how best to study, and convey mattering and social equity to prevent surrender. CCSEP 14: Cerritos College Student Equity Plan 2014 Activities Cerritos College Student Equity Plan Page 95

96 Indicator Activity Responsible Party(ies) Due Date(s) Access Sample: Conduct research into reasons for DNI data for: men IERP Spring 2015 Course Completion ESL & Basic Skills Completion: ESL ESL & Basic Skills Completion: English ESL & Basic Skills Completion: Math Degree & Certificate Completion Transfer Velocity Cerritos College Student Equity Plan Page 96