Cerritos College 2014 Student Equity Plan

Cerritos College 2014 Student Equity Plan November 12, 2014

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... 17 Overview... 19 Indicator Definitions and Data... 20 Access... 22 Course Completion (Retention)... 25 ESL and Basic Skills Completion... 27 Degree and Certificate Completion... 34 Transfer Velocity... 37 Goals and Activities... 39 Access... 41 Course Completion (Retention)... 45 ESL and Basic Skills Completion... 49 Degree and Certificate Completion... 61 Transfer... 68 Budget... 75 Sources of Funding Evaluation Schedule and Process... 79 Attachments... 83 Cerritos College Student Equity Plan Page 3

Cerritos College Student Equity Plan Page 4

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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 jschilling@cerritos.edu 2. Vice President of Student Services Stephen Johnson sjohnson@cerritos.edu 3. ASCC Representative Michelle Castillo mcastillox28@yahoo.com 4. ASCC Representative Suleyma Castillo sulesule@msn.com 5. ASCC Representative Charles Caguioa Charles.caguioa@gmail.com 6. ASCC Representative Melanie Serrano melanieserrano43@gmail.com 7. Faculty Representative Ralph Casas rpcasas@cerritos.edu 8. Faculty Representative Tor Lacy tlacy@cerritos.edu 9. Faculty Representative Michelle Lewellen rlewellyn@cerritos.edu 10. Faculty Representative (CCFF) Solomon Namala snamala@cerritos.edu 11. Classified Representative Danylle Williams-Manser dmanser@cerritos.edu 12. Classified Representative Carla Yorke cyorke@cerritos.edu 13. Management Representative (instructional) Rachel Mason rmason@cerritos.edu 14. Management Representative (instructional) Carolyn Chambers cchambers@cerritos.edu 15. CTX Coordinator David Betancourt dbetancourt@cerritos.edu 16. ifalcon Coordinator Steve Clifford sclifford@cerritos.edu 17. Student Success Center Coordinator Francie Quaas-Berryman fquaas@cerritos.edu 18. General Counseling Chair Ken Matsuura matsuura@cerritos.edu 19. Instructional Counseling Chair Traci Ukita tukita@cerritos.edu 20. DSPS Faculty Specialist/Chair Steven LaVigne slavigne@cerritos.edu 21. Vice President of Business Services David El Fattal delfattal@cerritos.edu 22. Vice President of Human Resources Mary Anne Gularte mgularte@cerritos.edu 23. Dean of Counseling Services Renee DeLong Chomiak rdlchomiak@cerritos.edu 24. Director of Adult Education Graciela Vasquez gvasquez@cerritos.edu 25. Assistant Director of EOPS Yvette Tafoya ytafoya@cerritos.edu 26. Dean of Institutional Effectiveness, Research & Planning Kristi Blackburn kblackburn@cerritos.edu 27. Dean of Disabled Student Programs and Services Lucinda Aborn laborn@cerritos.edu 28. Director of Student Program Services Norma Rodriguez nrodriguez@cerritos.edu Cerritos College Student Equity Plan Page 7

Cerritos College Student Equity Plan Page 8

Executive Summary Cerritos College Student Equity Plan Page 9

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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

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 (http://www.cccompletioncorps.org/) 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

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

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

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

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

Campus-Based Research Cerritos College Student Equity Plan Page 17

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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

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

Campus-Based Research 19 or Less 7569 84.4% 2530 89.0% 33.4% 100.0% 20 to 24 755 8.4% 188 6.6% 24.9% 74.5% 25 to 49 610 6.8% 121 4.3% 19.8% 59.3% 50 or more 34 0.4% 5 0.2% 14.7% 44.0% Unknown 1 0.0% 0 0.0% 0.0% 0.0% Total 8969 100.0% 2844 100.0% 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

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 2013. 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 http://factfinder2.census.gov) 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 206471 50.7% 6306 52.8% 1.04 Male 200511 49.3% 5408 45.3%.92 Unknown N/A N/A 228 1.9% N/A Total 406982 100.0% 11942 100.0% Table 2. Student Access by Ethnicity Cerritos College Student Equity Plan Page 22

Campus-Based Research Ethnicity Service Area Population Count Service Area Population Percentage Service Area Students Count Service Area Students Percentage Proportionality Index African American 20274 5.0% 941 7.9% 1.59 American Indian/Alaskan 659 0.2% 36 0.3% 1.85 Asian 28188 6.9% 1096 9.2% 1.33 Filipino 14443 3.5% 507 4.2% 1.18 Hispanic 291295 71.6% 6984 58.5%.82 Native Hawaiian/Pacific Islander 528 0.1% 59 0.5% 3.85 Two or More Races 2657 0.7% 201 1.7% 2.60 Unknown/Non-Respondent N/A N/A 843 7.1% N/A White 48938 12.0% 1275 10.7%.89 Total 406982 100.0% 11942 100.0% 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 212892 96.3% 16699 96.1% 1.00 Yes 8140 3.7% 684 3.9% 1.05 Total 221032 100.0% 17383 100.0% 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 220267 98.8% 57883 97.6%.99 Yes 2677 1.2% 1408 2.4% 1.98 Total 222944 100.0% 59291 100.0% Cerritos College Student Equity Plan Page 23

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 244167 98.6% 11843 99.2% 1.01 Yes 3512 1.4% 99 0.8%.59 Total 247679 100.0% 11942 100.0% 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 471301 86.7% 3913 32.8%.38 Yes 72579 13.3% 8029 67.2% 5.05 Total 543880 100.0% 11942 100.0% Cerritos College Student Equity Plan Page 24

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 71428 53.8% 50266 54.8% 70.4% 100.0% Male 59067 44.5% 39807 43.4% 67.4% 95.7% Unknown 2294 1.7% 1610 1.8% 70.2% 99.7% Total 132789 100.0% 91683 100.0% Ethnicity Enrollment Count Table 8. Course Success Rates by Ethnicity Enrollment Percentage Completion Count Completion Percentage Completion Rate African American 11426 8.6% 6627 7.2% 58.0% 76.0% American Indian/Alaskan 366 0.3% 242 0.3% 66.1% 86.6% Asian 9545 7.2% 7211 7.9% 75.5% 99.0% Filipino 4042 3.0% 3086 3.4% 76.3% 100.0% Hispanic 81635 61.5% 56166 61.3% 68.8% 90.2% Native Hawaiian/Pacific Islander 703 0.5% 369 0.4% 52.5% 68.8% Two or More Races 2251 1.7% 1478 1.6% 65.7% 86.1% Unknown 10766 8.1% 7444 8.1% 69.1% 90.6% White 12055 9.1% 9060 9.9% 75.2% 98.6% Total 132789 100.0% 91683 100.0% Cerritos College Student Equity Plan Page 25 80% Rule

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 126821 95.5% 87636 95.6% 69.1% 100.0% Yes 5968 4.5% 4047 4.4% 67.8% 98.1% Total 132789 100.0% 91683 100.0% Table 10. Course Success Rates by Veteran Status Veteran Status Enrollment Count Enrollment Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 129645 97.6% 89424 97.5% 69.0% 96.0% Yes 3144 2.4% 2259 2.5% 71.9% 100.0% Total 132789 100.0% 91683 100.0% Table 11. Course Success Rates by Foster Youth Status Foster Youth Enrollment Count Enrollment Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 131743 99.2% 91087 99.3% 69.1% 100.0% Yes 1046 0.8% 596 0.7% 57.0% 82.4% Total 132789 100.0% 91683 100.0% Table 12. Course Success Rates by SES Economically Disadvantaged Enrollment Count Enrollment Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 30498 23.0% 22375 24.4% 73.4% 100.0% Yes 102291 77.0% 69308 75.6% 67.8% 92.4% Total 132789 100.0% 91683 100.0% Cerritos College Student Equity Plan Page 26

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 1126 66.0% 412 69.5% 36.6% 100.0% Male 566 33.2% 176 29.7% 31.1% 85.0% Unknown 14 0.8% 5 0.8% 35.7% 97.5% Total 1706 100.0% 593 100.0% Ethnicity Cohort Count Table 14. ESL and Basic Skills Completion by Ethnicity Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule African American 12 0.7% 4 0.7% 33.3% 73.7% American Indian/Alaskan 2 0.1% 1 0.2% 50.0% 110.6% Asian 398 23.3% 180 30.4% 45.2% 100.0% Filipino 12 0.7% 1 0.2% 8.3% 18.4% Hispanic 955 56.0% 311 52.4% 32.6% 72.1% Native Hawaiian/Pacific Islander 3 0.2% 1 0.2% 33.3% 73.7% Unknown 272 15.9% 79 13.3% 29.0% 64.2% White 52 3.0% 16 2.7% 30.8% 68.1% Total 1706 100.0% 593 100.0% Cerritos College Student Equity Plan Page 27

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 1667 97.7% 580 97.8% 34.8% 100.0% Yes 39 2.3% 13 2.2% 33.3% 95.8% Total 1706 100.0% 593 100.0% Table 16. ESL Basic Skills Completion by Veteran Status Veteran Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 292 100.0% 91 100.0% 31.2% 100.0% Yes N/A N/A N/A N/A N/A N/A Total 292 100.0% 91 100.0% 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 201 100.0% 91 100.0% 31.2% 100.0% Yes N/A N/A N/A N/A N/A N/A Total 201 100.0% 91 100.0% Table 18. ESL and Basic Skills Completion by SES Economically Disadvantaged Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 892 52.3% 295 49.7% 33.1% 100.0% Yes 814 47.7% 298 50.3% 36.6% 110.6% Total 1706 100.0% 593 100.0% Cerritos College Student Equity Plan Page 28

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 9748 58.1% 4603 60.9% 47.2% 100.0% Male 6899 41.1% 2907 38.5% 42.1% 89.2% Unknown 121 0.7% 44 0.6% 36.4% 77.1% Total 16768 100.0% 7554 100.0% Ethnicity Cohort Count Table 20. English Basic Skills Completion by Ethnicity Cohort Percentage Completion Count Completion Percentage Completion Rate African American 1496 8.9% 560 7.4% 37.4% 62.3% American Indian/Alaskan 78 0.5% 28 0.4% 35.9% 59.8% Asian 1258 7.5% 755 10.0% 60.0% 100.0% Filipino 551 3.3% 330 4.4% 59.9% 99.8% Hispanic 9906 59.1% 4280 56.7% 43.2% 72.0% Native Hawaiian/Pacific Islander 129 0.8% 60 0.8% 46.5% 77.5% Unknown 2079 12.4% 907 12.0% 43.6% 72.7% White 1271 7.6% 634 8.4% 49.9% 83.2% Total 16768 100.0% 7554 100.0% 80% Rule Cerritos College Student Equity Plan Page 29

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 15939 95.1% 7204 95.4% 45.2% 100.0% Yes 829 4.9% 350 4.6% 42.2% 93.4% Total 16768 100.0% 7554 100.0% Table 22. English Basic Skills Completion by Veteran Status Veteran Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 3615 99.8% 1710 99.5% 47.3% 100.0% Yes 9 0.2% 8 0.5% 88.9% 187.4% Total 3624 100.0% 1718 100.0% 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 3619 99.9% 1716 99.9% 47.4% 100.0% Yes 5 0.1% 2 0.1% 40.0% 84.4% Total 3624 100.0% 1718 100.0% Table 24. English Basic Skills Completion by SES Economically Disadvantaged Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 5978 35.7% 2706 35.8% 45.3% 100.0% Yes 10790 64.3% 4848 64.2% 44.9% 99.3% Total 16768 100.0% 7554 100.0% Cerritos College Student Equity Plan Page 30

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 8869 60.5% 2219 61.2% 25.0% 100.0% Male 5651 38.6% 1380 38.1% 24.4% 97.6% Unknown 130 0.9% 27 0.7% 20.8% 83.2% Total 14650 100.0% 3626 100.0% Ethnicity Cohort Count Table 26. Math Basic Skills Completion by Ethnicity Cohort Percentage Completion Count Completion Percentage Completion Rate African American 1489 10.2% 215 5.9% 14.4% 41.5% American Indian/Alaskan 95 0.6% 16 0.4% 16.8% 48.4% Asian 516 3.5% 179 4.9% 34.7% 100.0% Filipino 357 2.4% 116 3.2% 32.5% 93.7% Hispanic 8982 61.3% 2229 61.5% 24.8% 71.5% Native Hawaiian/Pacific Islander 91 0.6% 24 0.7% 26.4% 76.1% Unknown 1839 12.6% 463 12.8% 25.2% 72.6% White 1281 8.7% 384 10.6% 30.0% 86.5% Total 14650 100.0% 3626 100.0% 80% Rule Cerritos College Student Equity Plan Page 31

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 13823 94.4% 3455 95.3% 25.0% 100.0% Yes 827 5.6% 171 4.7% 20.7% 82.7% Total 14650 100.0% 3626 100.0% Table 27. Math Basic Skills Completion by Disability Status Disability Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 13823 94.4% 3455 95.3% 25.0% 100.0% Yes 827 5.6% 171 4.7% 20.7% 82.7% Total 14650 100.0% 3626 100.0% Table 28. Math Basic Skills Completion by Veteran Status Veteran Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 3278 99.7% 805 99.3% 24.6% 100.0% Yes 9 0.3% 6 0.7% 66.7% 271.1% Total 3287 100.0% 811 100.0% Cerritos College Student Equity Plan Page 32

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 3281 99.8% 808 99.6% 24.6% 100.0% Yes 6 0.2% 3 0.4% 50.0% 203.3% Total 3287 100.0% 811 100.0% Table 30. Math Basic Skills Completion by SES Economically Disadvantaged Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 5017 34.2% 1270 35.0% 25.3% 100.0% Yes 9633 65.8% 2356 65.0% 24.5% 96.6% Total 14650 100.0% 3626 100.0% Cerritos College Student Equity Plan Page 33

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 8137 55.6% 1599 60.6% 19.7% 100.0% Male 6366 43.5% 1024 38.8% 16.1% 81.7% Unknown 126 0.9% 16 0.6% 12.7% 64.5% Total 14629 100.0% 2639 100.0% Table 32. Awards Count by Ethnicity Ethnicity Cohort Count Cohort Percentage Awards Count Awards Percentage Completion Rate 80% Rule African American 1045 7.1% 180 6.8% 17.2% 72.6% American Indian/Alaskan 74 0.5% 11 0.4% 14.9% 62.9% Asian 1299 8.9% 216 8.2% 16.6% 70.0% Filipino 545 3.7% 129 4.9% 23.7% 100.0% Hispanic 8242 56.3% 1431 54.2% 17.4% 73.4% Native Hawaiian/Pacific Islander 96 0.7% 13 0.5% 13.5% 57.0% Unknown 1937 13.2% 358 13.6% 18.5% 78.1% White 1391 9.5% 301 11.4% 21.6% 91.1% Total 14629 100.0% 2639 100.0% Cerritos College Student Equity Plan Page 34

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 13980 95.6% 2493 94.5% 17.8% 79.1% Yes 649 4.4% 146 5.5% 22.5% 100.0% Total 14629 100.0% 2639 100.0% Table 34. Awards Count by Veteran Status Veteran Status Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 3249 99.8% 624 99.5% 19.2% 100.0% Yes 8 0.2% 3 0.5% 37.5% 195.3% Total 3257 100.0% 627 100.0% Table 35. Awards Count by Foster Youth Status Foster Youth Cohort Count Cohort Percentage Completion Count Completion Percentage Completion Rate 80% Rule No 3252 99.8% 627 100.0% 19.3% 100.0% Yes 5 0.2% N/A N/A N/A N/A Total 3257 100.0% 627 100.0% Table 36. Awards Count by SES Economically Disadvantaged Cohort Count Cohort Percentage Awards Count Awards Percentage Completion Rate 80% Rule No 4099 28.0% 627 23.8% 15.3% 80.1% Yes 10530 72.0% 2012 76.2% 19.1% 100.0% Total 14629 100.0% 2639 100.0% Cerritos College Student Equity Plan Page 35

Cerritos College Student Equity Plan Page 36

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 5123 57.1% 1543 54.3% 30.1% 89.2% Male 3774 42.1% 1275 44.8% 33.8% 100.0% Unknown 72 0.8% 26 0.9% 36.1% 106.9% Total 8969 100.0% 2844 100.0% Ethnicity Table 38. Cerritos College Transfer Velocity by Ethnicity Cohort Count Cohort Percent Transfer Count Transfer Percent Transfer Rate African American 542 6.0% 168 5.9% 31.0% 54.6% American Indian/Alaskan 36 0.4% 9 0.3% 25.0% 44.1% Asian 934 10.4% 530 18.6% 56.7% 100.0% Filipino 409 4.6% 142 5.0% 34.7% 61.2% Hispanic 4921 54.9% 1299 45.7% 26.4% 46.5% Native Hawaiian/Pacific Islander 55 0.6% 15 0.5% 27.3% 48.1% Unknown 1158 12.9% 403 14.2% 34.8% 61.3% White 914 10.2% 278 9.8% 30.4% 53.6% Total 8969 100.0% 2844 100.0% Disability Status Cohort Count Table 39. Student Transfer by Disability Status Cohort Percent Transfer Count Transfer Percent Transfer Rate No 8653 96.5% 2756 96.9% 31.9% 100.0% Yes 316 3.5% 88 3.1% 27.8% 87.4% Total 8969 100.0% 2844 100.0% 80% Rule 80% Rule Cerritos College Student Equity Plan Page 37

Campus-Based Research Veteran Status Cohort Count Table 40. Student Transfer by Veteran Status Cohort Percent Transfer Count Transfer Percent Transfer Rate No 6788 99.4% 1023 98.9% 15.1% 100.0% Yes 43 0.6% 11 1.1% 25.6% 169.5% Total 6831 100.0% 1034 100.0% 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 6875 99.9% 1041 100.0% 15.1% 100.0% Yes 8 0.1% N/A N/A N/A N/A Total 6883 100.0% 1041 100.0% Economically Disadvantaged Cohort Count Table 42. Student Transfer by SES Cohort Percent Transfer Count Transfer Percent Transfer Rate No 2712 30.2% 998 35.1% 36.8% 100.0% Yes 6257 69.8% 1846 64.9% 29.5% 80.2% Total 8969 100.0% 2844 100.0% 80% Rule Cerritos College Student Equity Plan Page 38

Goals and Activities Cerritos College Student Equity Plan Page 39

Cerritos College Student Equity Plan Page 40

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

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 2017. 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

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

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

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