cabrillo college student equity plancabrillo college gave high priority to its 2004 student equity...

Cabrillo College Student Equity Plan

2004

Student Equity Plan

Signature Page

District: Cabrillo Community College District College: Cabrillo College

____________________________________________

Katy Stonebloom - President, Board of Trustees

__________________

Date

Superintendent/President: __________________________________________

Dr. Brian King Academic Senate President: _________________________________________

Dr. Rory O’Brien Student Equity Coordinator: ________________________________________

Manuel Osorio Student Equity Coordinator: ___________________________________

Jing Luan, Ph.D.

CABRILLO COLLEGE STUDENT EQUITY PLAN

Table of Contents EXECUTIVE SUMMARY ............................................................................................................. I Student Equity Plan Committee..................................................................................................... V CAMPUS-BASED RESEARCH.................................................................................................... 1 Indicator Definitions and Data........................................................................................................ 1

1. ACCESS ............................................................................................................................. 4 2. COURSE COMPLETION.................................................................................................. 5 3. ESL and BASIC SKILLS COMPLETION......................................................................... 7 4. DEGREE and CERTIFICATE COMPLETION................................................................. 8 5. TRANSFER. ..................................................................................................................... 11

GOALS AND ACTIVITIES......................................................................................................... 13 1. STUDENT SUCCESS INDICATOR FOR ACCESS .......................................................... 13

GOAL 1.1 ............................................................................................................................. 13 GOAL 1.2 ............................................................................................................................. 14

2. STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION............................... 16 GOAL 2.1 ............................................................................................................................. 16

3. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION .. 17 4. STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE COMPLETION............................................................................................................................. 20

GOAL 4.1 ............................................................................................................................. 20 5. STUDENT SUCCESS INDICATOR FOR TRANSFER..................................................... 21

GOAL 5.1 ............................................................................................................................. 21 BUDGET ...................................................................................................................................... 23

Sources Of Funding .................................................................................................................. 23 EVALUATION SCHEDULE AND PROCESS........................................................................... 24 ATTACHMENTS......................................................................................................................... 25

District: Cabrillo CCD College: Cabrillo College

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EXECUTIVE SUMMARY In response to Chancellor’s Office (CO) initial memorandum dated June 6, 2003, which requested all colleges submit a Student Equity Plan by January 31, 2005, Cabrillo College convened a special committee, reviewed historical documents, analyzed pertinent data, and completed its 2004 Student Equity Plan. In November 2002, the Board of Governors adopted the Task Force on Equity and Diversity Recommendations reflecting its continued interest in preserving and enhancing the diversity and equity of students, faculty, and staff. With regards to Student Equity, the Task Force recommendations called on the Chancellor’s Office to make available to Colleges guidelines for developing their Student Equity Plan (SEP). The Task Force also asked local governing boards to make a commitment to adopt a Student Equity Plan and submit it to the Chancellor’s Office by March 2004. This timeline has been extended. The specific legal compliance can be traced to the requirement that California Community College Governing Boards develop and maintain current Student Equity Plans in Title 5 Section 51026. Cabrillo College gave high priority to its 2004 Student Equity Plan. SEP is the direct responsibility of the college’s top administrator, since there are no specific staff positions or resources dedicated to this task. The Superintendent/President shall maintain and implement a Student Equity Plan that meets the Title 5 standards for such a plan. Chancellor’s Office has provided data for 2 goal areas and a model plan, which is basically a boiler plate. The model plan is based on Modesto Junior College’s highly rated plan developed in 1993. This document provides general guidelines, section-by-section instructions for developing a Student Equity Plan that is focused on increasing access, retention, course completion, and transfer rates for all students. The Chancellor’s Office pointed out in discussing this plan and associated data collection, analysis and report writing that “districts should be mindful that the Plan addresses some student equity plan elements that are no longer in effect. Therefore, it should not be embraced in its entirety.” The Academic Senate for California Community Colleges produced a framing paper adopted in Fall, 2002 entitled, “Student Equity: Guidelines for Developing a Plan” This document provided detailed rationale, methodologies and some compliance language to the report development.


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Cabrillo College chose to address all five SEP Goals (called goal areas at Cabrillo, also termed “standards or success indicators” by CO). Each of the goals is defined at the beginning of the Goals and Activities section of this report as well as the attachment section. The five goal areas are: 1. Access 2. Course Completion 3. ESL and Basic Skills Completion 4. Degree and Certificate Completion 5. Transfer In summer of 2004, Cabrillo College formed the Student Equity Committee comprised of key representatives from across shared governance groups. The ensuing weeks saw intensive efforts in collecting data for the remaining three goal areas as well as the service community data to complete the goal one data. The data collected followed the format laid out by the Chancellor’s Office, which compared terms/years against one sub-student groups, not terms/years by two sub-student groups. Among the thirteen members of the Student Equity Committee, five task groups of two individuals each were formed to work in each of the five goal areas. These task group members analyzed data, wrote findings and proposed activities between committee meetings. The committee co-chair, Jing Luan, updated Faculty Senate and College Planning Council (CPC) on the status of the plan development and shared with them the draft report as it became available. In order to facilitate the transmission of files and allow proper project tracking and sharing of files and data, an online collaboration site called CabrilloTeam/SEP was established. Due to the large number of data points for analysis, the committee felt the need to identify disparities that are of practical significance. For example, among the age groups, there are ups and downs across percentages points for a given goal. What is the benchmark? How much of a percentage difference should be large enough to warrant actions. The committee reviewed EEOC’s (Equal Employment Opportunity Commission) 80/20 rule and adopted the rule in principle to serve as a standard for determining disparity. Please consult the appendix for detailed information on the use of 80/20 rule. The 80/20 rule was applied for judging disparity in all goal areas, except for the first goal “Access”. The main reason for not applying 80/20 rule for Access is due to the fact that the service community is the statistical “universe” and that traditionally Cabrillo College always uses the raw counts/percentage points to gauge disparity. The plan has a total of 8 major objectives, or goals under each of the five goal areas, and a total of 24 activities. For each of the activities, responsible parties are identified, to the extent possible, timelines laid out, and expected outcomes defined. For those activities that need funding, they are discussed further in the budget section.


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For the Access goal area, the task force analyzed the differences in the percentage distributions of demographic sub-groups of the college’s student body and that of the Santa Cruz adult populations. In light of the fact that the projected increase in the young Hispanic population in the county, the committee adopted the task force recommendations to continue to emphasize and expand the college programs to assure access for Hispanic students (Goal 1.1) and to strive to become a Hispanic Serving Institution (HSI) in two years time (Goal 1.2; see this goal for HSI definition). For the Course Completion goal area, the task force analyzed the course completion rates of demographic sub-groups of students in transfer, vocational education and basic skills, as well as the overall courses. The committee adopted the task force’s recommendation to increase the course completion rate by 1% each year until equity has been achieved for those groups that performed below benchmark (Goal 2.1). These groups include African Americans and Filipinos. For the Basic Skills goal area, the task force analyzed success rates by demographic sub-groups of students by ESL, English, and Math. The committee adopted the task force’s recommendations to increase the percentage of successful improvement of African American, American Indian, Filipino and White students after first taking Basic Skills English classes to at least 80% of the best performing group (Goal 3.1) and to increase the percentage of African American, American Indian, Hispanic and Filipino students showing improvement in Basic Skills Math classes to at least 80% of the best performing group (Goal 3.2). For the Degree and Certificate goal area, the task force analyzed the award rates by demographic sub-groups by award types and by departments. The committee adopted the task force’s recommendation to increase degree and certificate completion rates for African Americans to the completion rates of best performing group (Goal 4.1). For the Transfer goal area, the task force analyzed the transfer units accumulated in the 31- 45 range. The committee adopted the task force’s recommendation to increase the percentage of African-American students completing 31 – 45 transferable units to within 80% of the best performing ethnic group for each academic year (Goal 5.1). Across all goal areas and from findings provided by the task forces for each of the goal areas, one student group stood out to be performing below equity as measured by several indicators. In course completion, degree awards, and transfer, African American students performed below their peers. On the other hand, students with disabilities, wherever comparable data were available, performed well and better in some cases, such as receiving degrees and certificates, than their peers without disabilities. The overall recommendation from this report would be to increase indicator measures for those groups that performed below equity across several goal areas. Now that they are identified mainly as African American students, the task may be easier in the sense that they are a small group for which existing programs and services can be slightly refocused to serve them better. As one task force member stated, improving the success rates of large populations of students at the college, such as Hispanic, generally requires systemic efforts and/or commitments of


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substantial resources. The relatively small population of African American students and their dispersion throughout many departments makes it possible for the efforts of individual instructors and counselors to increase success rates. In addition, according to Activity 2.1.1, research will be carried out to understand possible factors affecting their success rates, which will be followed by Activity 2.1.2 of developing and implementing intervention strategies. During the deliberations of full committee meetings, a first hand example was brought up to show that sensitivity to cultural differences continually is in need of attention. Fortunately, the college is in the process of conducting various diversity training workshops due to large number of retirement replacement hirings. This hopefully can be addressed by the trainings. One additional note worthy of mentioning is the use of technology for developing the plan. Through joint efforts by the Computing Resources department and the Planning and Research department, the college installed an online collaboration application, called CabrilloTeam. This application allows members of the SEP committee to self manage all the documents and threaded discussions directly via the web. Members can edit a document in real time over the internet from anywhere and at anytime in a secure environment. All documents are stored in clearly named document libraries. Members can choose to send an email to remind other members to review document edits by sending them a link vs. attaching documents to the email. With the application, they have a sense of a specific identity of their project, a dynamic website they consider their digital office space, and a secure location to archive all project related materials for historical purposes. Some screenshots of the collaboration site are available in the attachment section. The draft Student Equity Plan (SEP) was presented to various governance groups in November, 2004. The Cabrillo Governing Board received its first reading in December. The Governing Board approved the report in January, 2005.


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Student Equity Plan Committee The members of the Cabrillo 2004 SEP committee are listed by their assigned goal areas. Access Goal Area Andre Neu, Program Chair, Journalism, and Faculty Senate Representative; Management Cheryl Zozaya, Assistant Director, Admissions and Records, Management Course Completion Goal Area Dan Martinez, Dean, Visual, Applied and Performing Arts (VAPA) Sesario Escoto, Dean of Student Services; Management Basic Skills Goal Area Shirley Flores-Muñoz, Coordinator, Pathways to Health Careers, and Instructor, Women’s Studies; Faculty Rachel Mayo, Director, Watsonville Center; Management Degree/Certificate Goal Area JoAnna Santana-Bates, Coordinator, Student Assessment, SEIU Rock Pfotenhauer, Dean of Instruction, Career Education and Economic Development Transfer Goal Area Jay Jackson, Counselor, and Faculty Senate Representative Judy Cassada, Institutional Research Specialist; SEIU Zachary Woodford, Student Senate Representative Committee Co-chairs: Manuel Osorio, Vice President, Student Services Jing Luan, Director, Planning and Research


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CAMPUS-BASED RESEARCH Indicator Definitions and Data This section contains two additional pieces of information: specific definitions for the five goal areas as indicated in Chancellor’s Office memo and EEOC’s 80/20 rule adopted by Cabrillo Student Equity Plan Committee. 1) Specific Goal Areas: 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. The Chancellor’s Office MIS will provide the counts by population group (ethnicity, age, disability); however, we do not have the capability of defining “community served” for comparison. Colleges may use the headcount numbers that will be provided or they may use locally produced figures. Performing a comparison of student populations against a locally-derived definition of “community served” is optional. The data are attached (access.xls). To download, go to: http://www.cccco.edu/divisions/tris/telecom/attachments/access.xls B. Course Completion (Retention) 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. Note: Although Title 5 refers to “retention” the term “course completion” is deemed to embody that term in the guidelines. “Course Completion” means the successful completion of a credit course for which a student receives a recorded grade of A, B, C, or Credit. The Chancellor’s Office will provide this data for inclusion in their reports. The data are in the attachment named “course_completion.xls. Please note that we did not break down course completion rates by student age; you will not be required to analyze this demographic in relation to course completion. To download, go to: http://www.cccco.edu/divisions/tris/telecom/attachments/course_completion.xls


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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. Completion of a degree applicable course means the “successful” completion of English 1A, elementary algebra or any collegiate course which is transferable to a four-year institution, has a value of three or more units, and meets established academic requirements for rigor in literacy and innumeracy. Given the difficulties involved in systematically identifying the “final” ESL/basic skills course or the “1A” transferable course in a sequence for all colleges, this metric cannot be provided by the Chancellor’s Office, and is therefore optional. No data are attached. Districts are urged to assess ESL and Basic Skills Completion by other means not limited to these definitions above. You may design your own evaluation and assessment. 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. Upon further examination of the methodology proposed by this metric, the Chancellor’s Office has concluded that the ratio would be a poor measure of effectiveness. We will not be requiring any information for this metric at this time. No data are attached. Districts are urged to assess Degree and Certificate Completion by other means using your own evaluation and assessment tools. The methodology listed above should not be used. E. Transfer Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English, to the number of students in that group who actually transfer after one or more (up to six) years. This definition conforms to the Chancellor’s Office definition of “transfer rate” as defined in the annual “Persistently Low Transfer College” analysis; it involves a longitudinal analysis using a behaviorally-defined cohort of transfer-intent. Transfer data are gathered using data matches with CSU and UC system offices and the National Student Clearinghouse. Given the recent loss of Research staff directly involved in this activity, the Chancellor’s Office will not be able to provide this data at this time and will not require this metric for the report, but encourages local efforts to derive this data using local matching agreements, the National Student Clearinghouse, or the California Partnership for Achieving Student Success (CALPASS) data sources. No data are attached. Districts are urged to use other evaluation tools to assess Transfer, but may use the definition above, or may use other locally-defined metrics.


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The Chancellor's Office does encourage colleges to provide pertinent data where available, including locally derived interpretations of these metrics, and any other metrics that serve to enhance the Student Equity report. 2) EEOC’s 80/20 Rule It's likely that every group performs differently, therefore, how much of a difference is an "outstanding" difference, which translates into inequity? If a low performing group is identified, the taskforce may want to subject it to the EEOC's (Equal Employment Opportunity Commission) 80/20 rule. In that case, the taskforce needs to first of all determine who is the best performing group. They can either base it on a group that is the largest in number or base it on a group that performed the best. Keep in mind, the best performing group may not be the largest group. For example, in most subject areas, White students are the largest group, but Hispanic students are the majority in ESL. Whichever way used to identify this group, it is called the "dominant" group. When the "dominant" group is identified, the following math is performed: Say if the low performing group has a successful rate of 65% and the dominant group 75%. Eighty percent (80%) of the 75% is 60%. Therefore, the low performing group is doing okay, because it did better, 5% better than 60%. The actual calculation is as follows: (Dominant Group's rate * .8) - Low Performing Group's rate or (75 * .8) - 65 = 60 - 65 = +5% The taskforce must limit its focus to the data provided. The Chancellor's Office has consistently requested for one dimensional view, such as Access by Gender by Year, but not Access by Gender by Ethinicty By Year.


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1. 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.

Cabrillo College’s student population has generally reflected the population composition of Santa Cruz County in ethnicity. It should be noted that while the relative size of non-Hispanic ethnic student populations has stayed pretty much the same during the past decade, the number of Hispanic students attending Cabrillo increased nearly 43% (from 2,870 to 5,010) from 1993 to 2003, Meanwhile, the Hispanic population 18 years and over in the county grew somewhat more quickly, from 31,462 to 47,515 in the county, about a 51% jump. The census conducted in 2000 notes that 75% of the population in the City of Watsonville is Hispanic. Clearly Cabrillo is creating services that recognize that growing population, especially in its Watsonville-based campus. Also, according to the 2000 census, there is a large Hispanic population in Santa Cruz County, particularly in the City of Watsonville, (approximately 30% of the population who are between the ages of 12 and 18). This is a group of potential students on whom the college will focus outreach efforts. One notable disparity, although not a large one, is the percentage of white students attending Cabrillo, 66.4% (15,035), compared to the percentage of college age, 18 and older white people in the county, 69.1% (137,862). The college’s second largest population, Hispanic students, comprise 22.1% (5,010), which is just slightly under the percentage of Hispanic people 18 and over in the county, 23.8% (47,515). Another disparity is in gender distribution, with the college population of women totaling 12,516 or 55%, and men totaling 10,096 or 44.6%. This has been a tradition, at least for the past decade, where the female population totaled 57.1% at Cabrillo in 1993, and 58.4% in 1998. In the county, the distribution has been close to even, women of college age numbering within a few thousand of men in 1993 (87,965 females to 85,463 males) and 1998 (94,044 to 91,870) and, in 2003, 100,447 females compared to 98,924 males.


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2. 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.

The following conclusions have been determined by reviewing the “Successful Course Completion Summary for Cabrillo College, Chancellor’s Office, January 29, 2004.” This report includes units attempted and completed in the areas of TRANSFER, BASIC SKILLS and VOCATIONAL EDUCATION for the following sub-groups of students:

Males/Females

African-American Asian Filipino Hispanic Native American Other Unknown DSPS Non-DSPS Data presented in this report covered 3 periods, 1992-93, 1997-98 and 2002-03.

TRANSFER: In the area of Transfer Courses completed, for each period reported, the highest completion rates are as follows:

92-93 Asians 71:70% 97-98 Whites 70.79% 02-03 Asians 71.38%

Although Asians did not consistently demonstrate the highest completion percentage rate, for each of the 3 periods reported, this group is the most significant compared to all other groups. For this reason, the Asian sub-group was chosen to be the baseline target, representing the highest performing of all other groups.

For the 03-04 reporting period, the sub-group showing the highest discrepancy compared to Asians was the Filipino group. The Filipino group shows a completion rate of 59.48% compared to 71.38% for Asians. Applying the 80/20 Rule we will need to see the Filipino completion rate increase by 2.38% to achieve “equity” with the Asian sub-group.


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BASIC SKILLS: In the area of Basic Skills, for each period reported, the highest completion rates are as follows:

92-93 Asians 75.00% 97-98 Asians 64.71% 02-03 Filipino 72.22%

Although Filipinos did not consistently demonstrate the highest completion percentage rate, for each of the 3 periods reported, this group is the most significant compared to all other groups. For this reason, the Filipino sub-group was chosen to be the baseline target for all other groups.

For the 03-04, the sub-group showing the highest discrepancy compared to Filipinos was the African-American group. The African American group shows a completion rate of 59.26% compared to 72.22% for Asians. Applying the 80/20 Rule we will need to see the African-American completion rate increase by 1.48% to achieve “equity” with the Filipino sub-group.

VOCATIONAL EDUCATION: In the area of Vocational Education, for each period reported, the highest completion rates are as follows:

92-93 Filipinos 77.78% 97-98 Asians 82.27% 02-03 Asians 74.68%

Although Asians did not consistently demonstrate the highest completion percentage rate, for each of the 3 periods reported, this group is the most significant compared to all other groups. For this reason, the Asian sub-group was chosen to be the baseline target for all other groups.

For the 03-04 reporting period, the sub-group showing the highest discrepancy compared to Asians was the African-American group. The African American group shows a completion rate of 61.81% compared to 74.68% for Asians. Applying the 80/20 Rule we will need to see the African-American completion rate increase by 2.06% to achieve “equity” with the Asian sub-group. ALL CATEGORIES OF COMPLETERS: Over the period of the study, it was observed that Hispanic student enrollment represents the single largest growth area of all groups. However, the increased success rate for this group, which grew in enrollment by 60%, is only 3.86%. Noting that all other groups remained relatively stable in terms of success rate and enrollment, it is suggested that the college explore ways to increase the rate of success among Hispanic students.


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3. 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.

The task force based its analysis on data from CCC411 data source. Students are measured as having improved in basic skills if they successfully complete a higher-level class within three years of having taken their first basic skills class. The data tracks students in basic skills English, math and ESL classes. The students are compared within groups of age, ethnicity, gender and physical/learning disabilities in these three subject areas. The data collection began in the 1992-93 year and has continued to the present. Data source: CCC411.net.

Significant variance from an acceptable success rate was determined as a result of being less than 80% of the rate of success of the highest-performing group. In addition, there ought to have been at least 10 students per year to be measured in any category, since ESL tends to be small in enrollment compared to other programs at the college. The following four groups of students were found to have performed below equity from an acceptable success rate as defined by the preceding criteria. Two of these groups are compared across ethnicities and two across disabilities.

1. African American, American Indian, Filipino and White students in Basic Skills

English classes. 2. African American, American Indian, Hispanic and Filipino students in Basic Skills

Math classes. 3. Students with acquired disabilities, acquired brain injuries, hearing impairments, and

learning disabilities in Basic Skills English classes. 4. Students with acquired disabilities, acquired brain injuries, and hearing impairments in

Basic Skills Math classes.

It should be noted that because success was measured by completing a class after the initial basic skills class but not necessarily progressing beyond the basic skills level, the “best-performing group” in number 3 are students with developmentally delayed learning disabilities who are not able to take classes beyond the basic skills level due to their cognitive abilities. It should also be noted that the best-performing group in number 4 are students with hearing disabilities, which is the disability that has the least impact on math learning processes. Goals, activities and expected outcomes have been identified for each of these groups.


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4. 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.

The task force based its analysis on data from CCC411 data source. The findings are discussed in the following subheadings.

Transfer/General Education College-wide females earn more certificates and degrees than do males. Award completion, completions per enrollments, and enrollments were compared for occupational and transfer/general education programs.

Comparison Enrollments to Transfer/GE Oriented Degrees Fall 2000 – Spring 2004 Female Male TotalEnrollment 109,329 82,969 192,298Degrees 1,118 732 1,850Degrees/Enrollment 1.023% 0.882% 0.962% Female Male TotalEnrollments % 57% 43% 100%Degrees % 60% 40% 100%Degrees%/Enrollment% 106% 92% 100% Male Completion Rate/Female Completion Rate: 86%

As can be seen from the above tables, females comprise 57% and males 43% of the enrollments in the transfer/general education departments. Females complete more transfer and general education degrees because of their higher enrollments and they complete degrees at a slightly higher rate than males. Males have a completion rate of 86% of females.

Occupational Programs Representation within the occupational programs is somewhat more balanced than it is within the general education/transfer programs. Females comprise 52% of enrollments compared to 48% for males. Females still complete significantly more certificates and degrees, due in large part to a significantly higher completion rate. Males enrolled in occupational courses complete awards at 48% of the rate of females.

There are several factors that contribute to this. The Public Safety in-service program enrolls large numbers of police officers and firefighters. The in-service enrollments are almost all male and few if any of them intend to complete degrees. The CABT program serves the largest number of males yet for the years studied has produced only 4 male completers. The CABT certificates and degrees target careers that are traditionally


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female, yet males take many of the computer application courses as these are of value in a large number of careers. Female completion rates are boosted by programs that serve occupations that have been traditionally female.

Comparison Enrollments to Occupational Awards Female Male TotalEnrollments % 52% 48% 100%Degrees % 69% 31% 100%Degrees%/Enrollment% 133% 64% 100% Female Male Total

Enrollments

30,186 27,778

57,964

Degrees

1,051 464

1,515 Degrees/Enrollment 3.48% 1.67% 3% Male Completion Rate/Female Completion Rate: 48%

The unequal ratios of females to males appear for the most part to be due to societal factors rather than any inequities unique to Cabrillo. The occupational programs examine gender equity issues each year as part of the VTEA funding process. Programs that fall below state goals for increasing non-traditional enrollment and completion and that lead to relatively higher paying wages are required to develop and implement plans to reach these goals. Because that process is ongoing it is not necessary to address gender equity within the Student Equity Plan.

Ethnicity African Americans African Americans are represented in small numbers on campus (Spring 2004: 1.5 percent, or 226). They generally have the least number of award completions and the lowest rates of completion. In 8 of the last 12 years African American degree completion rates have been less than 80% of white completion rates.

Improving the success rates of large populations of students generally requires systemic efforts and/or commitments of substantial resources. The relatively small population of African American students and their dispersion throughout many departments makes it possible for the efforts of individual instructors to significantly increase success rates.

Hispanics Over the last four academic years Hispanics averaged 24% of enrollments and earned 22% of the certificates and degrees awarded. They were slightly more represented in the occupational programs at 25% of enrollments and 25% of awards. In the transfer/general


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education area they account for 24% of the enrollments and 21% of awards. Equity of representation in enrollments and award completions does not appear to be an issue from a college-wide perspective.

This population is growing more rapidly than the other ethnicities in our county as mentioned in the data analysis for the Access goal area. Our future growth will depend, to some extent, on our ability to continue to attract and serve Hispanic students. For this reason it may be useful to look at how Hispanics are represented department by department.

The table, “Enrollment of Hispanic Students by Department”, in the appendix section, shows Hispanic enrollments in transfer and general education departments. The left-hand column of numbers is the total enrollment from Fall 2000-Spring 2004. The next column shows what percent of the department’s students are Hispanic. The third column provides the number of students by which the department is under or over-represented when compared to the average of 24%. For example, an additional 888 Hispanic students would have to have been added to the Art department over the last four years for its Hispanic enrollment to match the college average. Departments that are significantly under-represented may wish to consider whether recruitment efforts aimed at Hispanic students could significantly increase their enrollments.

Age & Disability No inequities were discovered with regard to age or disability. Disabled benchmark is set to Not Disabled. Disabled generally have higher completion rates than not disabled.


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5. 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.

Data sources used to determine student equity in transfer rates include the California Community College Data Warehouse (CCC411), http://www.ccc411.net for Cabrillo College transfer data by age, ethnicity and disability; and the State of California, Department of Finance, Population Projections by Race/Ethnicity for California and Its Counties 2000–2050, Sacramento, California, May 2004 for Santa Cruz County population demographics.

Of all the transfer ranges reported in CCC411, only the range of 31-45 is used. This is the range before students become transfer ready for California State University (CSU) at 56+ units, in the next range of 46-56. Once students complete 56 units, students may have left Cabrillo halfway into the year, which makes this range less reliable for study.

Not all student sub-groups were determined to be good candidates for equity studies for this particular goal. For example, it takes time to accumulate transfer units and students older than 50 may not be interested in accumulating transfer units at all. Therefore, the age sub-group is not meaningful for analyzing equity. Likewise, the transfer rates by gender show no disparities in student equity. Inequity was not seen in transfer rates by disability, which is likely a function of the outstanding student services available to disabled students enrolled at Cabrillo from the Disabled Student Programs and Services (DSP&S).

The 31-45 unit range, by ethnicity, has been determined most meaningful to examine by various student sub-groups, the rate of accumulating transfer units. Best performing groups were highlighted and statistically compared to EEOC inequity groups.

The Cabrillo Transfer Office has made available additional transfer data which supports the conclusions to follow, such as the inequity in transfer rates of African American students


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GOALS AND ACTIVITIES 1. 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 serve”

GOAL 1.1 Based on the 2000 census of population in Santa Cruz County, the largest growing population in the county is Hispanic. In the City of Watsonville, 75% of the population is Hispanic. The college shall continue to emphasize and expand its programs to assure access for Hispanic students.

ACTIVITY 1.1.1 Watsonville High School’s Hispanic population is 88%, according to a recent online publication of “Public School Review.” Representatives from the Cabrillo Admissions & Records Office, the college Articulation Officer, and a representative from the Equal Opportunity Programs and Services (EOPS) office, will visit the Watsonville High School campus during the month of November to ensure that students consider Cabrillo as an option for reaching their educational goals. Timeline: Every Fall Responsible Party: Collaborative effort involving Director of the Watsonville Center and Admissions & Records staff

ACTIVITY 1.1.2 Cabrillo will participate in a Watsonville High School “Senior Day,” on April 19 and 20, 2005. Traditionally, for each spring to try to attract students to their colleges. In April 2005, Cabrillo will have a presence at this event. Timeline: Spring 2005 Responsible Party: Watsonville Center Director

EXPECTED OUTCOME 1.1.1 and 1.1.2

The number of students from Watsonville High School who attend Cabrillo College will increase.


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ACTIVITY 1.1.3 In April 2004, the college implemented an online application through CCCApply. CCCApply is currently working on a Spanish version of the online application, and will be implementing it by fall, 2005. Responsible Party: Director of Admissions and Records/Computing Resources staff

EXPECTED OUTCOME 1.1.3 The availability of a Spanish version of the online application will enable students with limited English skills to apply to Cabrillo. ACTIVITY 1.1.4 Continue to promote and offer the Bilingual/Bicultural Studies program, which offers courses in: Chicano literature, the History of Mexico; the History of the Chicano to 1848; the History of the Chicano since 1846; Issues of Linguistic and Cultural Diversity in Education, History and Politics; Baile Folclorico; La Mujer; Cultural Identities of Latinas; Women’s Changing Lives in International Perspective; the Art of the Americas; Latin American Arts; plus beginning and advanced Spanish courses in grammar and conversation, film, and Mexican civilization and culture. Responsible Party: Faculty members from various disciplines, including English, languages, art, anthropology, dance and history. EXPECTED OUTCOME 1.1.4 Students will have an opportunity to take advantage of courses that highlight Hispanic language and culture.

ACTIVITY 1.1.5 Continue the operation of the Puente Project: an outreach program that has addressed the needs of Hispanic students in the community for more than 20 years. Responsible Party: Faculty members from counseling and English. EXPECTED OUTCOME 1.1.5 Each year an increasing number of Hispanic students will become aware of the programs and support available to them at Cabrillo. Their number in these programs will maintain in the college population a percentage that reflects their percentage in the county.

GOAL 1.2 Cabrillo College will develop strategies to reach “Hispanic Serving Institution” status within the next five years. The criteria for the college to receive the “Hispanic Serving Institution” grant is: 1) 25% of the college’s FTES must be Hispanic students, and 2) of those students, 50% are from families below poverty line and/or receiving financial aid.


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ACTIVITY 1.2.1 Over the past year, $24,900 of Board of Financial Assistance Program (BFAP) funds allowed the college to expand inreach and outreach efforts to inform students about the availability of financial aid. The college will continue to expand marketing efforts, particularly to Hispanic students. Responsible Party: Financial Aid and Marketing & Communications

EXPECTED OUTCOME 1.2.1 An increase in the number of Hispanic students who receive financial aid will bring the college closer to “Hispanic Serving Institution” status.


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GOALS AND ACTIVITIES 2. 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 2.1 The goal to reach equity per the 80/20 Rule is to reach the percentage completion rate of the baseline identified under each subject area, Transfer, Basic Skills and Vocational Education, as stated in the data analysis section. The goal is to increase the respective complete rate by 1% each year until equity has been achieved for each student sub-group identified for each area.

ACTIVITY 2.1.1 Conduct research to determine the causes of the low completion rates for the sub-groups identified in each area. Timeline: 04-05. Responsible Party: Planning & Research Office, Student Services EXPECTED OUTCOME 2.1.1 The activities identified above will result in specific decisions made to target students in need. Those sub-groups identified will have a better chance to increase their success rate by 1% a year to reach equity.

ACTIVITY 2.1.2 Identify strategies to rectify the findings for Activity 2.1.1 above and compare strategies with current CMP and Program Reviews. Determine the current strategies that may assist in the accomplishment of the goal. Add strategies that are not already in place. Timeline: 05-06. Responsible Party: President’s Office, Office of Instruction and Student Services

EXPECTED OUTCOME 2.1.2 Existing strategies and new strategies are collected and aligned to the college’s overall master plan emphasis on student success.


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GOALS AND ACTIVITIES

3. 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 3.1 Increase the percentage of successful improvement of African American, American Indian, Filipino and White students after first taking Basic Skills English classes to equity.

ACTIVITY 3.1.1 Conduct outreach to instructors each semester on referral system used for tutoring services at the Writing Center at the Aptos campus. Timeline: Spring 2005 Responsible Parties: English department chair, Writing Center coordinator.

EXPECTED OUTCOME 3.1.1 The percentage of African American, American Indian, Filipino and White basic skills students needing the services of the Writing Center will increase and be better informed.

ACTIVITY 3.1.2 Monitor the availability of tutoring in proportion to demand at both Aptos main and Watsonville campuses and hire more student tutors as necessary to maintain a ratio sufficient to address the need, based on availability of funding. Timeline: Spring 2005 Responsible Parties: Writing Center coordinator, Learning Assistance Coordinator, BELA division dean, Watsonville Center director

EXPECTED OUTCOME 3.1.2 The ratio of tutors to need is appropriately adjusted.

ACTIVITY 3.1.3 Expand the English 255 option to the Aptos main campus and expand English 290 to Watsonville campus. Timeline Fall 2005 Responsible Parties: English department chair, BELA division dean, Watsonville Center director, Watsonville Center Learning Assistance Coordinator.

EXPECTED OUTCOME 3.1.3 The percentage of African American, American Indian, Filipino and White students showing improvement in Basic Skills English classes will increase to at least 5% to the goal of 80% of the best performing group.


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ACTIVITY 3.1.4 Explore the option of creating a mandatory CG 151 for students assessing at the basic skills level in any subject. Timeline: Fall 2005 for preliminary discussions Responsible Parties: Counseling division chair, program directors for occupational programs, English department chair, math department chair, reading department chair, division deans, dean for matriculation, registrar. EXPECTED OUTCOME 3.1.4 Students assessing at the basic skills level in any area will receive an 8-hour orientation rather than a 1-hour orientation. This will provide more opportunity to become acquainted with available learning resources and support services in the college, to form a more cohesive cohort to provide support to each other, and to be presented with different occupational and transfer options to help provide direction for studies.

GOAL 3.2 Increase the percentage of African American, American Indian, Hispanic and Filipino students showing improvement in Basic Skills Math classes to equity.

ACTIVITY 3.2.1 Monitor the availability of tutoring in proportion to demand at both Aptos main and Watsonville campuses and hire more student tutors as necessary to maintain a ratio sufficient to address the need, based on availability of funding. Timeline: Spring 2005 Responsible Parties: Writing Center coordinator, Learning Assistance Coordinator, Watsonville Center director

EXPECTED OUTCOME 3.2.1 The ratio of tutors to need is appropriately adjusted.

ACTIVITY 3.2.2 Increase the availability of self-paced computer-based math tutorials in the learning centers. Timeline: Fall 2005 Responsible Parties: Watsonville Center director, Learning Assistance Coordinator, Math Learning Center director, math department chair

EXPECTED OUTCOME 3.2.2 Access to self-paced computer-based math tutorials in the learning centers will increase by at least 5%.


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GOAL 3.3 Increase the percentage of students with acquired disabilities, acquired brain injuries, hearing impairments, and learning disabilities showing improvement in Basic Skills English classes to at least 80% of the best performing group. ACTIVITY 3.3.1 Continue to provide testing accommodations to address the functional limitations of the disability involved. Timeline: Spring 2005 Responsible Parties: Learning Disabilities Specialist, Disabled Students Program Specialist, Learning Assistance Coordinator (Watsonville) EXPECTED OUTCOME 3.3.1 Students have more success on tests due to extended time, a less distracting environment, and access to a word processor when necessary. Success rate improves by 5% annually. Activity 3.3.2 Continue to provide access to assistive technology for help in reading and writing through equipment, programs and instructional assistance in LS 255. Timeline: Spring 2005 Responsible Parties: Learning Disabilities Specialist, Assistive Technology Specialist EXPECTED OUTCOME 3.3.2 Students receive individualized help and assistive technology to improve the success rate by 5% annually. ACTIVITY 3.3.3 Students will meet with an academic counselor twice a semester to insure that they have knowledge of all campus resources Timeline: Fall 2005 Responsible Parties: DSPS counselors EXPECTED OUTCOME 3.3.3 Students will be more likely to apply for needed services. High usage rate will be maintained.


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4. 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 4.1 Increase degree and certificate completion rates for African Americans to the completion rates of the benchmark group.

ACTIVITY 4.1.1 Communicate goal of increasing degree and certificate completion of African Americans to faculty and staff. Suggest referrals to tutoring centers as appropriate. Request tutorial centers to pay particular attention to supporting the success of African Americans. Effectively use existing communication channels to provide regular reminders. EXPECTED OUTCOME 4.1.1 Goals (assuming enrollments of African Americans remains relatively constant) 2003-04 12 2004-05 16 2005-06 20 meets completion rate of whites 2006-07 24


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5. 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 5.1 Increase the percentage of African-American students completing 31 – 45 transferable units to within 80% of the best performing ethnic group for each academic year.

ACTIVITY 5.1.1 Continue Transfer Center presentation to EOPS, DSPS, Puente, and Watsonville Center. This is an ongoing activity that is coordinated through the Transfer Center. Responsible Party: Transfer Center

EXPECTED OUTCOME 5.1.1 Students will have an increased understanding of the transfer process and resources available. The percentage of students in each ethnic group completing 31 - 45 transferable units will be within 80% of the best performing group in a given year. This will be assessed every other year.

ACTIVITY 5.1.2 Continue Transfer Center and counselor presentations to all English 1B and English 2 classes regarding Transfer Admission Agreements and the need for transfer counseling. This is an ongoing activity that is coordinated between the Transfer Center and counseling. Responsible Party: Transfer Center EXPECTED OUTCOME 5.1.2 Students will take advantage of Transfer Admission Agreements and continue enrollment in appropriate transfer level classes. The percentage of students in each ethnic group completing 31 - 45 transferable units will be within 80% of the best performing group in a given year. This will be assessed every other year.

ACTIVITY 5.1.3

Increase knowledge of junior high and high school students regarding what will be required to enter community college and encourage those eligible to take transfer level classes. This is an ongoing activity involving the High School Articulation Committee.


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EXPECTED OUTCOME 5.1.3 Students will enter Cabrillo better prepared to take transfer level classes. The percentage of students in each ethnic group completing 31 -45 transferable units will be within 80% of the best performing group in a given year. This will be assessed every other year. Responsible Party: High School Outreach Coordinator

ACTIVITY 5.1.4 Continue efforts from Transfer Center, Puente, MESA and EOPS to offer university campus tours to potential transfer students. These are ongoing events that are coordinated through the Transfer Center, Puente, MESA and EOPS. EXPECTED OUTCOME 5.1.4 Students will be more focused and motivated toward their transfer goal having had contact with the university. The percentage of students in each ethnic group completing 31 -45 transferable units will be within 80% of the best performing group in a given year. This will be assessed every other year.

ACTIVITY 5.1.5 Explore a funding mechanism to provide counseling services and summer and winter sessions. Funding is established by the District. Scheduling of summer and winter counseling is coordinated between the Dean of Student Services and the Director of Counseling. EXPECTED OUTCOME 5.1.5 Students will have more access to advisement directing them toward transfer courses when appropriate. The percentage of students in each ethnic group completing 31 -45 transferable units will be within 80% of the best performing group in a given year. This will be assessed every other year.


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BUDGET

Sources Of Funding During the deliberation phase of the plan development, the committee operated under the notion that existing strategies and efforts in operation at the college must be first examined for its relationship and impact on student equity. The previous college student equity plan was also made available to the task force members. This way the committee could successfully collect the successful activities for use in the student equity plan without having to reinvent the wheel. As a matter of fact, one phrase mentioned frequently during the discussions was “Let’s not reinvent the wheel, but to realign them”. The committee believed that unless specific and outstanding equity exists, we need to rely primarily on the efforts that are already in place. There are several activities recommended by the student equity plan committee that require funding if made available. These activities include: Activity 3.1.2 (Hire tutors to maintain the students/tutor ratio in Writing Center) Activity 3.1.3 (Expand English 290 to the Watsonville Center and English 255 to Aptos) Activity 3.1.4 (Explore the option of creating a mandatory CG151 for Basic Skills students) Activity 3.2.1 (Hire tutors to maintain the students/tutor ratio in Math) Activity 3.2.2 (Increase self-paced computer assisted Math learning) Activity 3.3.3 (Students with disabilities meet with academic counselors twice a year) In the past several years of historical budget shortfall, the college has managed to offer as many services, retain as many faculty/staff, and maintain the highest qualify of services and learning. These activities should receive favorable reviews once the fiscal situation turns positive.


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EVALUATION SCHEDULE AND PROCESS The committee determined the overall timelines for plan evaluation to be a tiered approach. The plan will be evaluated every other year from the year of adoption. The final plan will receive a final evaluation five years from the year of adoption. The evaluation for the plan will be both formative and summative. The formative evaluation will focus on the processes in which the activities have been implemented and provide the opportunity to determine how they make any adjustments, and the cumulative evaluation will determine if goals are being met using the expected outcomes and the same data reports that helped develop the plan. The President’s Office will be responsible for monitoring the Student Equity Plan. A committee will be formed for the continued efforts in plan evaluation. For the formative evaluation, a committee will review reports on the activities from those responsible. The committee will meet as needed to review the progress. The committee will focus on both the activity implementation and the effectiveness and outcomes of the plan. The cumulative evaluation will be based on the five student equity indicators. The progress made towards meeting goals established for each indicator will be reviewed by the committee every other year. The plan evaluation will be reviewed by the President and disseminated to various shared governance groups as necessary. A final report will be presented to the district’s governing board.


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ATTACHMENTS


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STATE OF CALIFORNIA

CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE 1102 Q STREET SACRAMENTO, CA 95814-6511 (916) 445-8752 HTTP://WWW.CCCCO.EDU

June 6, 2003 Via E-mail Only To: Student Equity Coordinators From: Fusako Yokotobi Vice Chancellor for Human Resources Subject: Student Equity Plan At their meeting in November 2002, the Board of Governors adopted the Task Force on Equity and Diversity Recommendations reflecting its continued interest to preserve and enhance the diversity and equity of students, faculty, and staff. With regards to Student Equity, the Task Force recommendations called on the Chancellor’s Office to make available to Colleges guidelines for developing their Student Equity Plan. The Task Force also asked local governing boards to make a commitment to adopt a Student Equity Plan and submit it to the Chancellor’s Office by March 2004. This timeline has been extended to July 2004. This memorandum provides the following guidelines and resources for developing the College Student Equity Plan. College Student Equity Plan: Instructions for Completion. This document provides general guidelines, section-by-section instructions for developing a Student Equity plan that is focused on increasing access, retention, course completion, and transfer rates for all students (Attachment). Student Equity: Guidelines for Developing a Plan. The Academic Senate for California Community Colleges paper, “Student Equity: Guidelines for Developing a Plan“ provides a reference for creating Student Equity Plan. Click on the link above to access this document on the Academic Senate’s website. Model Student Equity Plan: The Academic Senate’s paper includes a reference to a student equity plan that was developed by Modesto Junior College in 1993. In fact, the Modesto Junior College Plan was rated as “outstanding” by our office at the time because it demonstrated what a well-constructed plan might include. We must caution, however, that the Modesto Plan preceded the 1998 amendments to section 54220 of Title 5, which section describes the requirements for student equity plans. We must also point out that the Modesto Plan predated the passage of Proposition 209 in 1996 and the 2001 appellate decision that considered the scope of Proposition 209 and equal protection guarantees (Connerly v. State Personnel Board). Accordingly, while there is much to commend the Modesto Plan, districts should be mindful that the Plan addresses some student equity plan elements that are no longer in effect. Therefore, it should not be embraced in its entirety. As with many materials that predate the passage of Proposition 209, some elements may require special review as they are translated for current use. Districts that wish to consider the Modesto Plan as a guide should consult their legal counsel to determine which plan elements are appropriate under the revised regulation and consistent with Proposition 209.


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Questions regarding the Task Force Recommendations and the development of the Student Equity Plan should be directed to Carmela Kelly-Batch at [email protected] or 916-324-2355. Attachment College Student Equity Plan: Instructions for Completion


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College Student Equity Plan

Instructions for Completion

June 2003

Chancellor’s Office California Community Colleges

Human Resources Division

Instructions for Completion of the College Student Equity Plan


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I. Introduction In order to promote student success for all students, the governing board of each community college district is required to adopt a student equity plan for each college in the district (Title 5, §54220). The student equity plan contains student success indicators (standards) as they relate to the Board of Governors policy on student equity implementation for each college.

This document presents guidelines to assist colleges in the development of their student equity plan. The Academic Senate for California Community Colleges paper, “Student Equity: Guidelines for Developing a Plan” offers additional strategies for creating a student equity plan.

II. General Guidelines

Student Equity plans are due in the Chancellor’s Office during the month of July 2004 and annually thereafter. Be sure to involve faculty, staff, students and the appropriate people from the community in the development of this plan (Title 5, §54220(b)). Provide sufficient details to illustrate your college’s student equity, goals and objectives.

The plan should thoroughly describe the implementation of each student success indicator being addressed. Additionally, the plan should describe policies, activities and procedures as they relate to student equity at your college. The plans should describe the college’s student equity strategies on how constituents are affected by the various activities/programs imple-mented to provide equal opportunity for each population group of students.

“Each population group of students” means American Indians or Alaskan natives, Asian or Pacific Islanders, Blacks, Hispanics, Whites, men, women, and persons with disabilities (Title 5, §54220(d)). “Success indicators” are measurable standards used to determine areas for which various population groups may be impacted by issues of equal opportunity. The Board of Governors has identified five 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.

B. Course Completion (Retention)

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. Note: Although Title 5 refers to “retention” the term “course completion” is deemed to embody that term in the guidelines. “Course Completion” means the successful completion of a credit course for which a student receives a recorded grade of A, B, C, or Credit.


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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. Completion of a degree applicable course means the “successful” completion of English 1A, elementary algebra or any collegiate course which is transferable to a four-year institution, has a value of three or more units, and meets established academic requirements for rigor in literacy and innumeracy.

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.

E. Transfer

Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English, to the number of students in that group who actually transfer after one or more (up to six) years.

III. Section-by-Section Instructions. The plan is divided into seven sections:

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)

A. Cover/Table of Contents/Signature Page

Signatures required include the student equity coordinator, the academic senate president, the college president, and (if applicable) the district chancellor. Regulations require that the districts’ governing boards formally adopt the Student Equity Plans. Districts must be sure that the plan can be presented and approved in time for it to be signed and sent to the Chancellor’s Office by the July 2004 deadline.

B. Executive Summary

Include an executive summary, which identifies the groups for whom goals have been set (Title 5 §54220(a)(6)). The summary should also include: 1. the goals 2. the activities the college will implement to achieve the goals 3. the resources budgeted 4. the college’s contact person for further information


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C. Campus-Based Research Conduct basic research to determine the extent of student equity in the five student success areas described in Section II (Title 5 §54220(a)(1)). This may include but is not limited to an assessment of success indicators, campus climate studies, or other effective means of identifying areas in which all groups may or may not be best served through the college.

The Board of Governors has identified five measurable success indicators that are key in determining the success that various population groups are achieving: (1) access; (2) course completion; (3) ESL and basic skills completion; (4) degree and certificate completion; and, (5) transfer.

D. Goals and Activities

List goals set to ensure student equity when disparity is noted within any success indicator area for any student population group. Goals should include performance measures for determining progress toward achieving the desired outcomes. The measures should identify the baseline data finding from the basic research which forms the basis for noting an equity issue, as well as the amount of progress to be achieved. Establish target dates for achieving expected outcomes and list the staff person (position) involved in its completion (Title 5 §54220(a)(2)). Describe implementation activities identified to address student equity goals to include, but not limited to, existing student equity related programs on your campus (Title 5 §54220(a)(3)).

E. Budget

List sources of funding for activities in the plan. Because an institution-wide response to student equity is appropriate, all institutional funds can be viewed as resources for student equity (Title 5 §54220(a)(4)).

F. Evaluation Schedule and Process

Indicate schedule and process for evaluating progress in implementing the goals identified in the plan (Title 5 §54220(a)(5)).

G. Attachments (Optional)

You may submit any documents, handbooks, manuals or similar materials that your district/college has developed as appendices to your plan. These materials will be made available to other colleges.

Additional Information

Questions regarding the development of the college Student Equity Plan may be directed to:

Carmela Kelly-Batch, Specialist, Student Equity Chancellor’s Office, California Community Colleges

Human Resources Division 1102 Q Street, Sacramento, CA 95814-6511

(916) 324-2355; [email protected]


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STUDENT EQUITY PLAN Faculty Senate / College Planning Council Briefing

WHAT In November 2002, the Board of Governors adopted the Task Force on Equity and Diversity Recommendations reflecting its continued interest to preserve and enhance the diversity and equity of students, faculty, and staff. With regards to Student Equity, the Task Force recommendations called on the Chancellor’s Office (CO) to make available to Colleges guidelines for developing their Student Equity Plan (SEP). The Task Force also asked local governing boards to make a commitment to adopt a Student Equity Plan and submit it to the Chancellor’s Office by March 2004. This timeline has been extended. WHY The specific legal compliance can be traced to the requirement that California Community College Governing Boards develop and maintain current Student Equity Plans in Title 5 Section 51026. SEP is the direct responsibility of the college’s top administrator, since there are no specific staff positions or resources dedicated to this task. The Superintendent/President shall maintain and implement a Student Equity Plan that meets the Title 5 standards for such a plan. HOW Colleges need to address the following five SEP Goals (called goal areas at Cabrillo, also termed as “standards or success indicators” by CO). They are:

1. Access 2. Course Completion 3. ESL and Basic Skills Completion 4. Degree and Certificate Completion 5. Transfer

Chancellor’s Office has provided data for 2 goal areas and a model plan (on file), which is basically a boiler plate. The model plan is based on Modesto Junior College’s highly rated plan developed in 1993. This document provides general guidelines, section-by-section instructions for developing a Student Equity Plan that is focused on increasing access, retention, course completion, and transfer rates for all students. The chancellor’s office pointed out in discussing this plan and associated data collection, analysis and report writing that “districts should be mindful that the Plan addresses some student equity plan elements that are no longer in effect. Therefore, it should not be embraced in its entirety.” Cabrillo’s first SEP was developed in 1995 (on file). In 1997, Cabrillo updated this document and presented to the governing board (on file). Statewide faculty senate has a framing paper “Student Equity: Guidelines for Developing a Plan” (on file). WHO Chancellor’s Office responsible person: Fusako Yokotobi Vice Chancellor of Human Resources Cabrillo’s project team: JoAnna Santana-Bates, Coordinator, Student Assessment, SEIU; Judy Cassada, Institutional Research Specialist; Sesario Escoto, Dean of Student Services; Jing Luan, Co-Chair Shirley Flores-Muñoz, Coordinator, Pathways to Health Careers, and Instructor, Women’s Studies


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Jay Jackson, Counselor, and Faculty Senate Representative; Dan Martinez, Dean, Visual, Applied and Performing Arts (VAPA); Rachel Mayo, Director, Watsonville Center; Andre Neu, Program Chair, Journalism, and Faculty Senate Representative; Manuel Osorio, Committee Co-Chair, and Vice President, Student Services; Rock Pfotenhauer, Dean of Instruction, Career Education and Economic Development; and Zachary Woodford, Student Senate Representative. Cheryl Zozaya, Assistant Director, Admissions and Records. Progress so far: Committee formed. Data collection is complete (within CO’s requirement). Project Online Collaboration site, called CabrilloTeam/SEP is set up and running. Committee met twice for two hours each. Committee members have been assigned to individual goal areas. Committee has agreed upon a standard for determining disparity using the EEOC’s 80/20 rule. Future work: Draft plan will be disseminated to various governance groups in November. The governing board will receive first reading in December. The governing board will approve the report in January. The report will be signed by designated persons and submitted to CO in January. WHEN Deadline for submission has been extended to January 31, 2005


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ADDENDUM This section contains three additional pieces of information: specific definitions for the five goal areas; EEOC’s 80/20 rule and the screenshots of CabrilloTeam/SEP 1) Specific Goal Areas: 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. The Chancellor’s Office MIS will provide the counts by population group (ethnicity, age, disability); however, we do not have the capability of defining “community served” for comparison. Colleges may use the headcount numbers that will be provided or they may use locally produced figures. Performing a comparison of student populations against a locally-derived definition of “community served” is optional. The data are attached (access.xls). To download, go to: http://www.cccco.edu/divisions/tris/telecom/attachments/access.xls B. Course Completion (Retention) 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. Note: Although Title 5 refers to “retention” the term “course completion” is deemed to embody that term in the guidelines. “Course Completion” means the successful completion of a credit course for which a student receives a recorded grade of A, B, C, or Credit. The Chancellor’s Office will provide this data for inclusion in their reports. The data are attached (course_completion.xls.) Please note that we did not break down course completion rates by student age; you will not be required to analyze this demographic in relation to course completion. To download, go to: http://www.cccco.edu/divisions/tris/telecom/attachments/course_completion.xls 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. Completion of a degree applicable course means the “successful” completion of English 1A, elementary algebra or any collegiate course which is transferable to a four-year institution, has a value of three or more units, and meets established academic requirements for rigor in literacy and innumeracy. Given the difficulties involved in systematically identifying the “final” ESL/basic skills course or the “1A” transferable course in a sequence for all colleges, this metric cannot be provided by the Chancellor’s Office, and is therefore optional. No data are attached. Districts are urged to assess ESL and Basic Skills Completion by other means not limited to these definitions above. You may design your own evaluation and assessment. 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. Upon further examination of the methodology proposed by this metric, the Chancellor’s Office has concluded that the ratio would be a poor measure of effectiveness. We will not be requiring any information for this metric at this time. No data are attached. Districts are urged to assess Degree and Certificate Completion by other means using your own evaluation and assessment tools. The methodology listed above should not be used. E. Transfer Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English, to the number of students in that group who actually transfer after one or more (up to six) years. This definition conforms to the Chancellor’s Office definition of “transfer rate” as defined in the annual “Persistently Low Transfer College” analysis; it involves a longitudinal analysis using a behaviorally-defined cohort of transfer-intent. Transfer data are gathered using data matches with CSU and UC system offices and the National Student Clearinghouse. Given the recent loss


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of Research staff directly involved in this activity, the Chancellor’s Office will not be able to provide this data at this time and will not require this metric for the report, but encourages local efforts to derive this data using local matching agreements, the National Student Clearinghouse, or the California Partnership for Achieving Student Success (CALPASS) data sources. No data are attached. Districts are urged to use other evaluation tools to assess Transfer, but may use the definition above, or may use other locally-defined metrics. The Chancellor's Office does encourage colleges to provide pertinent data where available, including locally derived interpretations of these metrics, and any other metrics that serve to enhance the Student Equity report. 2) EEOC’s 80/20 Rule It's likely that every group performs differently, therefore, how much of a difference is an "outstanding" difference, which translates into inequity? If you have identified a low performing group, you may want to subject it to the EEOC's (Equal Employment Opportunity Commission) 80/20 rule. In that case, you need to first of all determine who is the best performing group. You can either base it on a group that is the largest in number or base it on a group that performed the best. Keep in mind, the best performing group may not be the largest group. For example, in most subject areas, White students are the largest group, but Hispanic students are the majority in ESL. Whichever way you use to identify this group, let's call the group the "dominant" group. When the "dominant" group is identified, you then perform this math: Say if the low performing group has a successful rate of 65% and the dominant group 75%. Eighty percent (80%) of the 75% is 60%. Therefore, the low performing group is doing okay, because it did better, 5% better than 60%. The actual calculation is as follows: (Dominant Group's rate * .8) - Low Performing Group's rate or (75 * .8) - 65 = 60 - 65 = +5% One more thing. We must limit our focus to the data provided. The Chancellor's Office has consistently requested for one dimensional view, such as Access by Gender by Year, but not Access by Gender by Ethinicty By Year.


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3) CabrilloTeam/SEP Screenshots:

This is the home page displaying all functions and project team information.


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These are the document libraries, one of the key features of this online collaboration site.

These are the documents loaded, updated by the project team members inside the Access document library called “Access_Docs”.

Dis

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TA

SK F

OR

CE

S FO

R T

HE

FIV

E G

OA

L A

RE

AS

AC

CES

S A

CC

ES

S S

umm

ary

for C

abril

loSA

NTA

CR

UZ

CO

UN

TY D

EMO

GR

APH

ICS:

PO

PULA

TIO

N B

Y A

GE,

GEN

DER

AN

D E

THN

ICIT

YSo

urce

: Cha

ncel

lor's

Offi

ce (p

er e

mai

l Pat

rick

Perr

y on

Jan

29,

04)

for Y

ears

199

3, 1

998

and

2003

ht

tp://

ww

w.c

ccco

.edu

/div

isio

ns/tr

is/te

leco

m/a

ttach

men

ts/a

cces

s.xl

sAD

ULT

PO

PULA

TIO

N B

Y G

END

ER:

18 Y

EAR

S +

Dis

tric

tC

olle

geG

ende

r19

92-1

993

%19

97-1

998

%20

02-2

003

%G

END

ER19

93%

1998

%20

03%

CAB

RIL

LO C

CAB

RIL

LOFe

mal

e10

820

57.1

%11

397

58.4

%12

516

55.3

%Fe

mal

e87

,965

50.7

%94

,044

50.6

%10

0,44

750

.4%

CAB

RIL

LO C

CAB

RIL

LOM

ale

8122

42.9

%81

0441

.5%

1009

644

.6%

Mal

e85

,463

49.3

%91

,870

49.4

%98

,924

49.6

%C

ABR

ILLO

CC

ABR

ILLO

Unk

now

n7

0.0%

280.

1%Total:173,428

185,914

199,371

Total:

18942

19508

22640

Eth

nici

t yAD

ULT

PO

PULA

TIO

N B

Y ET

HN

ICIT

Y: 1

8 YE

ARS

+D

istr

ict

Col

lege

Ethn

icity

1992

-199

3%

1997

-199

8%

2002

-200

3%

ETH

NIC

ITY

1993

%19

98%

2003

%C

ABR

ILLO

CC

ABR

ILLO

Asi

an67

53.

6%72

33.

7%83

03.

7%As

ian

6,28

13.

6%7,

747

4.2%

7,22

83.

6%C

ABR

ILLO

CC

ABR

ILLO

Blac

k/Af

r. A

240

1.3%

263

1.3%

341

1.5%

Bla

ck/A

fric

1,69

21.

0%1,

849

1.0%

1,86

30.

9%C

ABR

ILLO

CC

ABR

ILLO

Filip

ino

238

1.3%

243

1.2%

293

1.3%

Filip

ino

*

**

CAB

RIL

LO C

CAB

RIL

LOH

ispa

nic

2870

15.2

%37

3619

.2%

5010

22.1

%H

ispa

nic

31,4

6218

.1%

39,5

4721

.3%

47,5

1523

.8%

CAB

RIL

LO C

CAB

RIL

LON

ativ

eAm

e21

01.

1%26

01.

3%23

71.

0%N

ativ

e Am

1,41

70.

8%2,

162

1.2%

1,16

00.

6%C

ABR

ILLO

CC

ABR

ILLO

Oth

er N

on-

112

0.6%

254

1.3%

378

1.7%

Paci

fic Is

la**

**

297

0.1%

*Com

bine

d w

ith A

sian

cat

egor

y.C

ABR

ILLO

CC

ABR

ILLO

Unk

now

n60

0.3%

720.

4%51

62.

3%M

ultir

ace

***

**

*3,

446

1.7%

**C

ombi

ned

with

Asi

an c

ateg

ory

until

200

0.C

ABR

ILLO

CC

ABR

ILLO

Whi

te14

537

76.7

%13

957

71.5

%15

035

66.4

%W

hite

132,

576

76.4

%13

4,60

972

.4%

137,

862

69.1

%**

*Mul

tirac

e ca

tego

ry n

ot re

porte

d un

til 2

000.

Total:

18942

19508

22640

Total:

173,428

185,914

100.

0%199,371

100.

0%

Age Dis

tric

tC

olle

geA

ge19

92-1

993

%19

97-1

998

%20

02-2

003

%AG

E19

93%

1998

%20

03%

CAB

RIL

LO C

CAB

RIL

LO<1

862

93.

3%10

655.

5%16

897.

5%<1

8 ye

ars

62,7

5926

.6%

63,9

6925

.6%

59,8

4923

.1%

CAB

RIL

LO C

CAB

RIL

LO18

-19

2496

13.2

%26

4813

.6%

3309

14.6

%18

-19

5892

2.5%

9,04

53.

6%8,

796

3.4%

CAB

RIL

LO C

CAB

RIL

LO20

-24

5307

28.0

%47

1324

.2%

5677

25.1

%20

-24

19,1

908.

1%18

,065

7.2%

20,7

968.

0%C

ABR

ILLO

CC

ABR

ILLO

25-2

925

1013

.3%

2813

14.4

%26

4211

.7%

25-2

918

,542

7.9%

18,6

277.

5%17

637

6.8%

CAB

RIL

LO C

CAB

RIL

LO30

-34

2086

11.0

%18

979.

7%19

618.

7%30

-34

20,1

118.

5%19

,068

7.6%

18,2

287.

0%C

ABR

ILLO

CC

ABR

ILLO

35-3

919

7410

.4%

1619

8.3%

1683

7.4%

35-3

921

,891

9.3%

20,7

578.

3%18

,918

7.3%

CAB

RIL

LO C

CAB

RIL

LO40

-49

2645

14.0

%29

2715

.0%

3087

13.6

%40

-49

38,1

6616

.2%

43,0

0917

.2%

41,7

2516

.1%

CAB

RIL

LO C

CAB

RIL

LO50

+12

826.

8%18

099.

3%25

8611

.4%

50+

49,6

3621

.0%

57,3

4322

.9%

72,6

3428

.1%

CAB

RIL

LO C

CAB

RIL

LOun

know

n13

0.1%

170.

1%6

0.0%

Total:

236,187

249,883

258,583

Total:

18942

19508

22640

DSP

SD

istr

ict

Col

lege

DSP

S St

at19

92-1

993

%19

97-1

998

%20

02-2

003

%N

o eq

uiva

lent

cou

nty

data

for d

isab

ility.

CAB

RIL

LO C

CAB

RIL

LOD

SP

S10

165.

4%15

217.

8%15

706.

9%C

ABR

ILLO

CC

ABR

ILLO

Non

DS

PS17

926

94.6

%17

987

92.2

%21

070

93.1

%Total:

18942

19508

22640

Dis

trict

: Cab

rillo

CC

D

C

olle

ge: C

abril

lo C

olle

ge

39

CO

UR

SE C

OM

PLET

ION

SU

CCES

SFU

L C

OU

RSE

CO

MPL

ETIO

N S

UM

MA

RY

FO

R C

AB

RIL

LOSo

urce

: Cha

ncel

lor's

Offi

ce, P

atric

k Pe

rry

emai

l Jan

29,

200

4ht

tp://

ww

w.c

ccco

.edu

/div

isio

ns/tr

is/te

leco

m/a

ttach

men

ts/c

ours

e_co

mpl

etio

n.xl

s

92-9

3 Y

EA

RSu

cces

sful

% S

ucce

ssA

ttem

ped

Succ

essf

ul%

Suc

cess

80/20

Rul

e Att

empt

edB

asic

Bas

ic80

/20 R

ule

Bas

icSu

cces

sful

% S

ucce

ss80

/20 R

ule A

ttem

pted

Succ

essf

ul%

Suc

cess

80/20

Rul

e Att

empt

ed

Col

lege

Cat

egor

yT

rans

fer

Tra

nsfe

rT

rans

fer

Skill

sSk

ills

Skill

sV

oc E

dV

oc E

dV

oc E

dA

llA

llA

llC

AB

RIL

LOFE

MAL

E23

,360

70.5

5%14

.11%

33,1

1361

864

.04%

12.81

%96

54,

330

73.0

2%14

.60%

5,93

033

,732

69.6

0%13

.92%

48,4

68C

AB

RIL

LOM

ALE

17,4

3965

.84%

9.40%

26,4

8737

753

.86%

2.62%

700

2,49

268

.78%

10.37

%3,

623

24,5

6564

.26%

8.58

%38

,229

CA

BR

ILL O

AFR

. AM

E50

362

.95%

5.60%

799

1852

.94%

-7.06

%34

7977

.45%

15.23

%10

274

961

.65%

4.40

%1,

215

CA

BR

ILL O

AS

IAN

1,83

971

.70%

14.34

%2,

565

5175

.00%

15.00

%68

219

73.4

9%11

.27%

298

2,49

471

.56%

14.31

%3,

485

CA

BR

ILLO

FILI

PIN

O48

361

.92%

4.57%

780

1460

.87%

0.87%

2384

77.7

8%15

.56%

108

697

61.9

6%4.

70%

1,12

5C

AB

RIL

LOH

ISPA

NIC

5,36

062

.12%

4.77%

8,62

839

260

.22%

0.22%

651

1,01

766

.12%

3.90%

1,53

88,

617

60.8

2%3.

57%

14,1

68C

AB

RIL

L ON

AT. A

ME

471

60.8

5%3.5

0%77

417

68.0

0%8.0

0%25

8171

.05%

8.83%

114

652

60.8

2%3.

57%

1,07

2C

AB

RIL

LOO

THER

358

69.6

5%12

.29%

514

1372

.22%

12.22

%18

2064

.52%

2.29%

3146

968

.47%

11.22

%68

5C

AB

RIL

L OW

HIT

E31

,743

69.8

3%12

.47%

45,4

6049

057

.92%

-2.08

%84

65,

309

72.3

7%10

.15%

7,33

644

,547

68.7

3%11

.48%

64,8

13C

AB

RIL

LOU

NKN

OW

4252

.50%

800

0.00

%0

1350

.00%

2672

53.7

3%13

4

CA

BR

ILL O

DSP

S3,

421

68.1

9%13

.40%

5,01

733

763

.58%

12.72

%53

062

771

.33%

14.19

%87

96,

358

69.6

8%16

.12%

9,12

4C

AB

RIL

L ON

ON

-DSP

37,3

7868

.48%

13.70

%54

,583

658

57.9

7%7.1

1%1,

135

6,19

571

.42%

14.28

%8,

674

51,9

3966

.95%

13.39

%77

,573

97-9

8 Y

EA

RSu

cces

sfu%

Suc

cess

Atte

mpe

dSu

cces

sfu%

Suc

cess

80/20

Rul

e Atte

mpt

edB

asic

Bas

ic80

/20 R

ule

Bas

icSu

cces

sfu%

Suc

cess

Atte

mpt

edSuc

cess

fu% S

ucce

ss80

/20 R

ule A

ttem

pted

Col

lege

Cat

egor

yTr

ansf

erTr

ansf

erTr

ansf

erSk

ills

Skill

sSk

ills

Voc

EdVo

c Ed

Voc

EdAl

lAl

lAl

lC

AB

RIL

LOFE

MAL

E22

,607

71.7

8%14

.36%

31,4

951,

551

65.8

9%13

.18%

2,35

44,

541

76.6

3%12

.41%

5,92

633

,632

71.3

0%14

.26%

47,1

67C

AB

RIL

LOM

ALE

15,2

9766

.10%

8.68%

23,1

4197

357

.78%

5.07%

1,68

43,

540

80.2

7%16

.05%

4,41

022

,990

66.1

3%9.

09%

34,7

63C

AB

RIL

L OU

NKN

OW

960

.00%

150

#DIV

/0!

00

#DIV

/0!

09

50.0

0%18

CA

BR

ILL O

AFR

. AM

E46

756

.33%

-0.30

%82

936

40.9

1%-1

0.86%

8892

65.7

1%-0

.10%

140

685

54.4

9%-2

.18%

1,25

7C

AB

RIL

LOA

SIA

N1,

562

69.8

9%13

.26%

2,23

514

364

.71%

12.94

%22

129

782

.27%

16.45

%36

12,

360

70.4

7%13

.79%

3,34

9C

AB

RIL

LOFI

LIP

INO

555

66.1

5%9.5

2%83

920

55.5

6%3.7

9%36

138

75.0

0%9.1

8%18

483

065

.05%

8.37

%1,

276

CA

BR

ILL O

HIS

PAN

IC6,

263

65.5

5%8.9

1%9,

555

1,27

563

.65%

11.89

%2,

003

1,75

175

.41%

9.59%

2,32

211

,228

65.1

2%8.

44%

17,2

42C

AB

RIL

LON

AT. A

ME

523

60.8

8%4.2

5%85

938

55.8

8%4.1

2%68

119

73.9

1%8.1

0%16

180

261

.74%

5.06

%1,

299

CA

BR

ILL O

OTH

ER65

270

.11%

13.47

%93

026

57.7

8%6.0

1%45

9277

.31%

11.49

%11

985

768

.95%

12.27

%1,

243

CA

BR

ILLO

WH

ITE

27,7

3370

.79%

14.16

%39

,176

971

62.2

0%10

.44%

1,56

15,

579

79.3

6%13

.54%

7,03

039

,657

70.8

5%14

.17%

55,9

75C

AB

RIL

L OU

NKN

OW

158

69.3

0%22

815

93.7

5%16

1368

.42%

1921

269

.06%

307

CA

BR

ILL O

DSP

S2,

907

67.7

8%12

.17%

4,28

966

863

.08%

12.62

%1,

059

648

69.8

3%6.6

2%92

85,

582

67.9

7%12

.58%

8,21

3C

AB

RIL

L ON

ON

-DSP

35,0

0669

.51%

13.90

%50

,362

1,85

662

.30%

11.84

%2,

979

7,43

379

.01%

15.80

%9,

408

51,0

4969

.23%

13.85

%73

,735

02-0

3 Y

EA

RSu

cces

sfu%

Suc

cess

Atte

mpe

dSu

cces

sfu%

Suc

cess

80/20

Rul

e Atte

mpt

edB

asic

Bas

ic80

/20 R

ule

Bas

icSu

cces

sfu%

Suc

cess

80/20

Rul

e Atte

mpt

edSuc

cess

fu% S

ucce

ss80

/20 R

ule A

ttem

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Col

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Cat

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yTr

ansf

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Skill

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ills

Voc

EdVo

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Voc

EdAl

lAl

lAl

lC

AB

RIL

LOFE

MAL

E25

,388

70.4

6%14

.09%

36,0

302,

698

68.7

2%13

.74%

3,92

63,

953

72.7

5%14

.55%

5,43

436

,691

70.0

3%14

.01%

52,3

93C

AB

RIL

LOM

ALE

18,9

8967

.12%

10.75

%28

,290

1,59

059

.73%

4.75%

2,66

22,

361

66.0

8%7.8

8%3,

573

27,9

7467

.12%

11.09

%41

,679

CA

BR

ILL O

UN

KNO

W17

80.9

5%21

110

0.00

%1

210

0.00

%2

3988

.64%

44

CA

BR

ILLO

AFR

. AM

E59

659

.60%

2.49%

1,00

064

59.2

6%1.4

8%10

889

61.8

1%2.0

6%14

490

759

.95%

3.04

%1,

513

CA

BR

ILL O

AS

IAN

1,86

671

.38%

14.28

%2,

614

177

66.7

9%9.0

1%26

523

374

.68%

14.94

%31

22,

582

71.1

3%14

.23%

3,63

0C

AB

RIL

LOFI

LIP

INO

508

59.4

8%2.3

8%85

452

72.2

2%14

.44%

7277

68.7

5%9.0

1%11

276

862

.29%

5.38

%1,

233

CA

BR

ILLO

HIS

PAN

IC8,

592

65.1

5%8.0

4%13

,189

2,04

161

.40%

3.62%

3,32

41,

698

70.0

2%10

.28%

2,42

515

,044

64.6

8%7.

78%

23,2

58C

AB

RIL

LON

AT. A

ME

436

63.9

3%6.8

2%68

246

65.7

1%7.9

4%70

8369

.75%

10.00

%11

968

365

.36%

8.46

%1,

045

CA

BR

ILLO

OTH

ER80

667

.05%

9.95%

1,20

251

58.6

2%0.8

4%87

103

63.1

9%3.4

5%16

31,

106

66.4

7%9.

56%

1,66

4C

AB

RIL

LOW

HIT

E30

,559

70.5

3%13

.43%

43,3

251,

759

69.7

7%12

.00%

2,52

13,

892

70.3

2%10

.57%

5,53

542

,135

70.6

1%13

.71%

59,6

72C

AB

RIL

LOU

NKN

OW

1,03

169

.90%

1,47

599

69.7

2%14

214

170

.85%

199

1,47

970

.40%

2,10

1

CA

BR

ILL O

DSP

S3,

677

68.1

8%12

.92%

5,39

31,

088

72.6

8%14

.54%

1,49

757

065

.14%

8.63%

875

6,03

267

.16%

12.03

%8,

981

CA

BR

ILLO

NO

N-D

SP40

,717

69.0

7%13

.81%

58,9

483,

201

62.8

6%4.7

2%5,

092

5,74

670

.64%

14.13

%8,

134

58,6

7268

.92%

13.78

%85

,135

Dis

trict

: Cab

rillo

CC

D

C

olle

ge: C

abril

lo C

olle

ge

40

BA

SIC

SK

ILLS

E

SL/

Bas

ic S

kills

(All

with

out d

emog

raph

ics)

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

395

622

523

.54

702

189

26.9

226

671

26.6

91,

574

441

28.0

219

93/1

994

1,41

633

023

.31

1,13

036

232

.04

389

124

31.8

82,

362

730

30.9

119

94/1

995

1,40

030

321

.64

1,17

937

631

.89

428

149

34.8

12,

417

742

30.7

1995

/199

61,

223

267

21.8

31,

177

360

30.5

941

914

334

.13

2,29

869

830

.37

1996

/199

71,

219

241

19.7

71,

084

349

32.2

435

142

32.6

42,

198

663

30.1

619

97/1

998

1,02

122

121

.65

1,12

335

431

.52

433

133

30.7

22,

115

644

30.4

519

98/1

999

878

205

23.3

51,

082

320

29.5

745

813

729

.91

1,98

060

030

.319

99/2

000

1,35

135

326

.13

1,14

837

732

.84

432

139

32.1

82,

354

773

32.8

420

00/2

001

1,38

637

426

.98

1,19

945

938

.28

458

159

34.7

22,

456

881

35.8

720

01/2

002

1,61

541

125

.45

1,23

847

438

.29

502

160

31.8

72,

731

936

34.2

720

02/2

003

1,09

919

918

.11

908

291

32.0

543

313

330

.72

2,02

157

928

.65

2003

/200

41,

182

231.

9594

951

5.37

586

126

21.5

2,35

519

78.

37

Engl

ish

by A

ge

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 32

721

.88

134

2921

.64

201

4924

.38

120

4033

.33

8520

23.5

357

1526

.32

5521

38.1

817

847

.06

1993

/199

4 79

2329

.11

255

9537

.25

316

9128

.817

557

32.5

712

436

29.0

377

2633

.77

8030

37.5

234

17.3

919

94/1

995

9822

22.4

527

510

136

.73

311

103

33.1

216

751

30.5

413

235

26.5

276

2735

.53

9329

31.1

825

740

-9.5

54.

731.

12-1

.46

-5.4

83.

53-0

.82

819

95/1

996

8723

26.4

426

988

32.7

131

210

834

.62

165

4728

.48

113

3329

.296

2627

.08

105

3028

.57

265

19.2

3-1

.256

5.01

46.

924

0.78

41.

504

-0.6

160.

874

-8.4

6619

96/1

997

5418

33.3

328

598

34.3

929

010

636

.55

138

4431

.88

9524

25.2

686

2326

.74

9828

28.5

736

822

.22

4.09

5.15

7.31

2.64

-3.9

8-2

.5-0

.67

-7.0

219

97/1

998

7723

29.8

731

610

232

.28

306

9631

.37

137

4835

.04

9432

34.0

483

2732

.53

7718

23.3

831

825

.81

1.83

84.

248

3.33

87.

008

6.00

84.

498

-4.6

52-2

.222

1998

/199

9 71

2129

.58

326

102

31.2

929

787

29.2

911

026

23.6

486

3034

.88

8028

3576

1925

357

201.

583.

291.

29-4

.36

6.88

7-3

-819

99/2

000

6929

42.0

338

714

036

.18

336

9327

.68

9233

35.8

783

2530

.12

7330

41.1

8119

23.4

625

832

8.40

62.

556

-5.9

442.

246

-3.5

047.

476

-10.

16-1

.624

2000

/200

1 96

3536

.46

401

188

46.8

834

710

329

.68

102

4241

.18

8134

41.9

879

3139

.24

6817

2525

936

-1.0

449.

376

-7.8

243.

676

4.47

61.

736

-12.

5-1

.504

2001

/200

2 93

2830

.11

431

207

48.0

331

710

131

.86

113

4438

.94

8131

38.2

790

3134

.44

9025

27.7

822

627

.27

-8.3

149.

606

-6.5

640.

516

-0.1

54-3

.984

-10.

64-1

1.15

2002

/200

3 73

2838

.36

361

142

39.3

421

047

22.3

878

2532

.05

5215

28.8

551

1121

.57

6017

28.3

323

626

.09

2003

/200

4 48

24.

1736

120

5.54

267

134.

8775

45.

3364

57.

8151

47.

8455

23.

6427

13.

7O

vera

ll645

199

31%

2690

1026

38%

2516

797

32%

1024

335

33%

765

244

32%

663

223

34%

688

185

27%

225

5826%

0.3%

7.6%

1.2%

2.2%

1.4%

3.1%

-3.6

%-4

.7%

Mat

h by

Age

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 25

416

148

2919

.59

258

5119

.77

152

3221

.05

137

4129

.93

104

2826

.92

109

3633

.03

204

2019

93/1

994

477

14.8

923

336

15.4

540

489

22.0

322

150

22.6

217

448

27.5

914

539

26.9

155

5334

.19

368

22.2

219

94/1

995

5710

17.5

425

632

12.5

372

7720

.721

557

26.5

117

144

25.7

313

933

23.7

415

142

27.8

136

822

.22

-4.7

08-9

.748

-1.5

484.

262

3.48

21.

492

5.56

2-0

.028

1995

/199

6 41

1024

.39

216

3013

.89

333

7221

.62

194

4623

.71

139

3223

.02

125

3124

.813

737

27.0

133

927

.27

2.57

4-7

.926

-0.1

961.

894

1.20

42.

984

5.19

45.

454

1996

/199

7 40

37.

523

933

13.8

131

452

16.5

618

248

26.3

713

230

22.7

311

633

28.4

514

835

23.6

541

717

.07

-15.

26-8

.95

-6.2

3.61

-0.0

35.

690.

89-5

.69

1997

/199

8 51

1223

.53

235

3213

.62

263

4717

.87

130

4131

.54

110

3531

.82

9222

23.9

110

427

25.9

635

514

.29

-1.9

26-1

1.84

-7.5

866.

084

6.36

4-1

.546

0.50

4-1

1.17

1998

/199

9 52

1630

.77

252

5823

.02

223

4821

.52

9119

20.8

871

1419

.72

6221

33.8

790

2123

.33

378

21.6

23.

674

-4.0

76-5

.576

-6.2

16-7

.376

6.77

4-3

.766

-5.4

7619

99/2

000

7121

29.5

844

712

227

.29

316

7925

132

3022

.73

112

2925

.89

8122

27.1

613

836

26.0

953

1426

.42

5.91

63.

626

1.33

6-0

.934

2.22

63.

496

2.42

62.

756

2000

/200

1 88

2427

.27

452

128

28.3

237

887

23.0

212

135

28.9

310

834

31.4

874

2635

.14

115

2925

.22

5011

22-0

.842

0.20

8-5

.092

0.81

83.

368

7.02

8-2

.892

-6.1

1220

01/2

002

124

1915

.32

568

166

29.2

344

499

22.3

135

3525

.93

8525

29.4

188

2730

.68

128

3023

.44

429

21.4

3-9

.224

4.68

6-2

.244

1.38

64.

866

6.13

6-1

.104

-3.1

1420

03/2

004

340

043

73

0.69

350

123.

4311

14

3.6

632

3.17

510

097

11.

0338

12.

63O

vera

ll400

9624%

2097

435

21%

2199

462

21%

1065

276

26%

843

218

26%

689

188

27%

883

227

26%

285

6222%

2.2%

-1.1

%-0

.8%

4.1%

4.0%

5.5%

3.9%

-0.1

%

All

Engl

ish

and

Mat

h co

mbi

ned

Acad

emic

Yea

rM

ath

Engl

ish

ESL

Acad

emic

Yea

rEn

glis

h14

- 17

18 -

1920

- 24

25 -

2930

- 34

35 -

3940

- 49

50 +

50 +

Acad

emic

Yea

rM

ath

14 -

1718

- 19

20 -

2425

- 29

30 -

3435

- 39

40 -

49

The

best

per

form

ing

grou

p is

in B

lack

Bol

d.Th

e in

equi

ty c

ells

hav

e be

en m

arke

d R

ed B

old.

Dis

trict

: Cab

rillo

CC

D

C

olle

ge: C

abril

lo C

olle

ge

41

ESL

By

Age

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 2

150

236

26.0

960

1626

.67

6819

27.9

452

1223

.08

294

13.7

924

937

.58

450

1993

/199

4 6

116

.67

378

21.6

295

2829

.47

9028

31.1

158

2034

.48

4316

37.2

137

1540

.54

228

36.3

619

94/1

995

30

028

725

114

3429

.82

9338

40.8

675

2634

.67

4414

31.8

251

1937

.25

2011

55-4

4-1

9-1

4.18

-3.1

4-9

.33

-12.

18-6

.75

1119

95/1

996

60

025

624

100

2727

110

3834

.55

6528

43.0

849

1836

.73

4515

33.3

319

1157

.89

-46.

31-2

2.31

-19.

31-1

1.76

-3.2

32-9

.582

-12.

9811

.578

1996

/199

7 2

150

4014

3595

3334

.74

9523

24.2

169

2231

.88

5618

32.1

462

2438

.71

157

46.6

710

-5-5

.26

-15.

79-8

.12

-7.8

6-1

.29

6.67

1997

/199

8 5

240

349

26.4

779

2734

.18

8123

28.4

7818

23.0

865

2132

.31

6924

34.7

821

942

.86

5.71

2-7

.818

-0.1

08-5

.888

-11.

21-1

.978

0.49

28.

572

1998

/199

9 0

0-

279

33.3

389

2629

.21

8525

29.4

194

3335

.11

6415

23.4

479

2329

.11

206

30##

####

5.24

21.

122

1.32

27.

022

-4.6

481.

022

1.91

219

99/2

000

10

024

937

.576

1823

.68

6521

32.3

189

3134

.83

7324

32.8

879

2430

.38

2412

50-4

0-2

.5-1

6.32

-7.6

9-5

.17

-7.1

2-9

.62

1020

00/2

001

21

5023

1356

.52

5925

42.3

773

2331

.51

9425

26.6

8626

30.2

389

2932

.58

3217

53.1

24.

784

11.3

04-2

.846

-13.

71-1

8.62

-14.

99-1

2.64

7.90

420

01/2

002

40

024

937

.583

2833

.73

7822

28.2

110

331

30.1

8920

22.4

792

3740

.22

2913

44.8

3-3

5.86

1.63

6-2

.134

-7.6

54-5

.764

-13.

394.

356

8.96

620

02/2

003

30

028

1035

.71

8122

27.1

672

2534

.72

7720

25.9

763

1726

.98

8528

32.9

424

1145

.83

2003

/200

4 2

00

314

12.9

118

3025

.42

9319

20.4

399

2323

.23

8719

21.8

411

018

16.3

646

1328

.26

Ove

rall

234

17%

225

7634%

695

218

31%

680

213

31%

667

214

32%

526

156

30%

566

195

34%

180

8648

%-2

0.8%

-4.4

%-6

.9%

-6.9

%-6

.1%

-8.6

%-3

.8%

9.6%

Engl

ish

By

Ethn

icity

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 11

327

.27

73

42.8

633

1030

.322

418

.18

305

9531

.15

83

37.5

316

7122

.47

1993

/199

4 26

830

.77

219

42.8

667

3349

.25

182

11.1

151

516

832

.62

71

14.2

947

614

129

.62

1994

/199

5 40

820

166

37.5

6826

38.2

417

317

.65

578

199

34.4

310

220

450

132

29.3

3-1

0.59

6.91

7.65

-12.

943.

84-1

0.59

-1.2

619

95/1

996

479

19.1

514

321

.43

7829

37.1

825

936

589

186

31.5

811

436

.36

413

120

29.0

6-1

0.59

-8.3

17.

446.

261.

846.

62-0

.68

1996

/199

7 35

822

.86

113

27.2

778

3038

.46

268

30.7

756

017

631

.43

123

2536

212

133

.43

-7.9

1-3

.50

7.69

0.00

0.66

-5.7

72.

6619

97/1

998

204

2016

425

8233

40.2

411

327

.27

599

188

31.3

912

650

383

116

30.2

9-2

0.00

-15.

000.

24-1

2.73

-8.6

110

.00

-9.7

119

98/1

999

158

53.3

314

428

.57

7833

42.3

116

637

.560

117

529

.12

194

21.0

533

990

26.5

510

.67

-14.

09-0

.35

-5.1

6-1

3.54

-21.

61-1

6.11

1999

/200

0 17

741

.18

103

3082

3745

.12

146

42.8

661

920

432

.96

329

28.1

237

411

129

.68

5.08

-6.1

09.

026.

76-3

.14

-7.9

8-6

.42

2000

/200

1 25

728

123

2571

3245

.07

235

21.7

464

625

839

.94

5725

43.8

636

512

935

.34

-8.0

6-1

1.06

9.01

-14.

323.

887.

80-0

.72

2001

/200

2 23

626

.09

155

33.3

382

4453

.66

198

42.1

170

228

640

.74

5119

37.2

534

610

630

.64

-16.

84-9

.60

10.7

3-0

.82

-2.1

9-5

.68

-12.

2920

02/2

003

155

33.3

36

233

.33

5223

44.2

313

215

.38

547

183

33.4

629

620

.69

246

7028

.46

2003

/200

4 13

17.

697

00

568

14.2

911

19.

0961

436

5.86

250

022

35

2.24

Ove

rall

222

5725.7%

108

3128.7%

619

264

42.6

%151

4831.8%

4894

1672

34.2%

204

7235.3%

3032

925

30.5%

-8.4

%-5

.4%

8.5%

-2.3

%0.

0%1.

2%-3

.6%

50 +

Acad

emic

Yea

rES

L14

- 17

18 -

1920

- 24

25 -

2930

- 34

35 -

3940

- 49

Acad

emic

Yea

rEn

glis

hAf

rican

Am

eric

anAm

eric

an In

dian

Asia

n/Pa

cific

Isla

nder

Filip

ino

His

pani

cU

nkno

wn/

Oth

erW

hite

Dis

trict

: Cab

rillo

CC

D

C

olle

ge: C

abril

lo C

olle

ge

42

Mat

h by

Et

hnic

ity

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 19

210

.53

175

29.4

117

741

.18

145

35.7

132

156

17.4

57

228

.57

561

148

26.3

819

93/1

994

362

5.56

305

16.6

729

1137

.93

154

26.6

748

683

17.0

86

350

814

222

27.2

719

94/1

995

596

10.1

729

310

.34

277

25.9

316

637

.551

482

15.9

511

327

.27

744

196

26.3

4-1

9.83

-19.

66-4

.07

7.50

-14.

05-2

.73

-3.6

619

95/1

996

533

5.66

190

022

1045

.45

2210

45.4

545

365

14.3

516

425

638

175

27.4

3-3

0.70

-36.

369.

099.

09-2

2.01

-11.

36-8

.93

1996

/199

7 36

38.

3318

15.

5632

1237

.518

422

.22

476

6613

.87

187

38.8

962

114

823

.83

-22.

78-2

5.55

6.39

-8.8

9-1

7.24

7.78

-7.2

819

97/1

998

272

7.41

195

26.3

226

1038

.46

112

18.1

839

368

17.3

206

3052

512

824

.38

-23.

36-4

.45

7.69

-12.

59-1

3.47

-0.7

7-6

.39

1998

/199

9 24

416

.67

133

23.0

815

533

.33

140

038

479

20.5

717

423

.53

411

110

26.7

6-9

.99

-3.5

86.

67-2

6.66

-6.0

9-3

.13

0.10

1999

/200

0 39

820

.51

222

9.09

2610

38.4

617

423

.53

580

146

25.1

738

1436

.84

629

169

26.8

7-1

0.26

-21.

687.

69-7

.24

-5.6

06.

07-3

.90

2000

/200

1 38

1026

.32

233

13.0

429

724

.14

207

3559

118

030

.46

5812

20.6

962

715

524

.72

-1.6

8-1

4.96

-3.8

67.

002.

46-7

.31

-3.2

820

01/2

002

395

12.8

221

14.

7632

1031

.25

219

42.8

672

618

825

.964

1320

.31

712

185

25.9

8-2

1.47

-29.

53-3

.04

8.57

-8.3

9-1

3.98

-8.3

120

02/2

003

293

10.3

415

16.

6721

733

.33

112

18.1

851

993

17.9

236

925

468

8417

.95

2003

/200

4 31

00

160

020

210

100

053

86

1.12

303

1053

712

2.23

Ove

ral l

315

4113.0%

164

1811.0%

209

7134

.0%

139

4230.2%

4117

874

21.2%

242

6326.0%

4907

1266

25.8%

-14.

2%-1

6.2%

6.8%

3.0%

-5.9

%-1

.1%

-1.4

%

ESL

by

Ethn

icity

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 0

0-

00

-30

826

.67

00

-21

963

28.7

71

00

160

019

93/1

994

00

-0

0-

5613

23.2

13

133

.33

312

107

34.2

91

00

173

17.6

519

94/1

995

20

00

0-

6315

23.8

14

125

340

129

37.9

41

00

184

22.2

2-3

0.35

0.00

-6.5

4-5

.35

7.59

-30.

35-8

.13

1995

/199

6 2

00

00

-65

1624

.62

50

033

412

537

.43

30

010

220

-29.

940.

00-5

.32

-29.

947.

49-2

9.94

-9.9

419

96/1

997

30

00

0-

5718

31.5

86

116

.67

349

121

34.6

74

00

162

12.5

-27.

740.

003.

84-1

1.07

6.93

-27.

74-1

5.24

1997

/199

8 1

00

00

-63

1422

.22

10

035

511

833

.24

00

-13

17.

69-2

6.59

0.00

-4.3

7-2

6.59

6.65

0.00

-18.

9019

98/1

999

30

00

0-

5916

27.1

24

125

361

114

31.5

86

466

.67

252

8-5

3.34

0.00

-26.

22-2

8.34

-21.

7613

.33

-45.

3419

99/2

000

00

-0

0-

485

10.4

21

110

035

712

434

.73

95

55.5

617

423

.53

0.00

0.00

-69.

5820

.00

-45.

27-2

4.44

-56.

4720

00/2

001

00

-0

0-

388

21.0

54

125

391

139

35.5

511

763

.64

144

28.5

70.

000.

00-2

9.86

-25.

91-1

5.36

12.7

3-2

2.34

2001

/200

2 1

00

00

-36

616

.67

32

66.6

743

914

232

.35

105

5013

538

.46

-53.

340.

00-3

6.67

13.3

3-2

0.99

-3.3

4-1

4.88

2002

/200

3 0

0-

00

-24

833

.33

20

038

611

730

.31

95

55.5

612

325

2003

/200

4 0

0-

00

-54

916

.67

21

5049

510

922

.02

114

36.3

624

312

.5O

vera

l l12

00.0%

00

0.0%

429

9822.8%

287

25.0%

2926

1012

34.6%

4421

47.7

%126

2419.0%

-38.

2%-3

8.2%

-15.

3%-1

3.2%

-3.6

%9.

5%-1

9.1%

Aca

dem

ic Y

ear

Mat

hA

fric

an A

mer

ican

Amer

ican

Indi

anAs

ian/

Paci

fic Is

land

erFi

lipin

oH

ispa

nic

Unk

now

n/O

ther

Whi

te

Aca

dem

ic Y

ear

ESL

Afr

ican

Am

eric

anAm

eric

an In

dian

Asia

n/Pa

cific

Isla

nder

Filip

ino

His

pani

cU

nkno

wn/

Oth

erW

hite

Dis

trict

: Cab

rillo

CC

D

C

olle

ge: C

abril

lo C

olle

ge

43

Engl

ish

by G

ende

r

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 36

711

832

.15

335

7121

.19

00

-19

93/1

994

591

204

34.5

253

915

829

.31

00

-19

94/1

995

642

225

35.0

553

715

128

.12

00

-7.

010.

0819

95/1

996

652

222

34.0

552

413

826

.34

10

06.

81-0

.919

96/1

997

611

211

34.5

347

313

829

.18

00

-6.

906

1.55

619

97/1

998

622

204

32.8

501

150

29.9

40

0-

6.56

3.7

1998

/199

9 58

919

332

.77

493

127

25.7

60

0-

6.55

4-0

.456

1999

/200

0 58

721

236

.12

543

159

29.2

818

633

.33

7.22

40.

384

2000

/200

1 63

225

239

.87

535

195

36.4

532

1237

.57.

974

4.55

420

01/2

002

658

254

38.6

574

218

37.9

86

233

.33

7.72

7.1

2002

/200

3 46

016

435

.65

448

127

28.3

50

0-

2003

/200

4 50

035

744

916

3.56

00

-O

vera

l l4993

1773

35.5

%4180

1276

30.5%

7.1%

2.1%

Mat

h by

Gen

der

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 63

716

926

.53

319

5617

.55

00

-19

93/1

994

922

243

26.3

649

487

17.6

10

0-

1994

/199

5 91

722

124

.148

382

16.9

80

0-

4.82

-2.3

1995

/199

6 81

320

024

.641

067

16.3

40

0-

4.92

-3.3

419

96/1

997

796

181

22.7

442

360

14.1

80

0-

4.54

8-4

.012

1997

/199

8 66

417

025

.635

751

14.2

90

0-

5.12

-6.1

919

98/1

999

589

150

25.4

728

855

19.1

10

05.

094

-1.2

7619

99/2

000

866

261

30.1

446

584

18.0

620

840

6.02

8-6

.052

2000

/200

1 87

027

631

.72

490

9519

.39

263

11.5

46.

344

-5.9

8620

01/2

002

1,01

227

927

.57

595

131

22.0

28

112

.55.

514

-0.0

3620

02/2

003

688

140

20.3

541

159

14.3

60

0-

2003

/200

4 70

311

1.56

479

122.

510

0-

Ove

ral l

6527

1738

26.6

%3511

625

17.8%

26.6

%17

.8%

Acad

emic

Yea

rEn

glis

hF

MX

Acad

emic

Yea

rM

ath

FM

X

Dis

trict

: Cab

rillo

CC

D

C

olle

ge: C

abril

lo C

olle

ge

44

ESL

by G

ende

r

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 15

243

28.2

911

428

24.5

60

0-

1993

/199

4 22

579

35.1

116

445

27.4

40

0-

1994

/199

5 26

594

35.4

716

355

33.7

40

0-

7.09

45.

364

35.4

719

95/1

996

253

9838

.74

166

4527

.11

00

-7.

748

-3.8

8238

.74

1996

/199

7 29

310

435

.49

142

3826

.76

00

-7.

098

-1.6

3235

.49

1997

/199

8 29

598

33.2

213

835

25.3

60

0-

6.64

4-1

.216

33.2

219

98/1

999

320

104

32.5

137

3324

.09

10

06.

5-1

.91

32.5

1999

/200

0 30

397

32.0

111

637

31.9

135

38.4

66.

402

6.29

232

.01

2000

/200

1 31

811

235

.22

123

4032

.52

177

41.1

87.

044

4.34

435

.22

2001

/200

2 35

411

331

.92

144

4631

.94

41

256.

368

6.38

831

.94

2002

/200

3 30

192

30.5

613

241

31.0

60

0-

2003

/200

4 40

881

19.8

517

745

25.4

21

00

Ove

rall

2401

820

34.2

%1129

329

29.1%

34.2

%6.

8%1.

8%

Eng

lish

by D

isab

ility

Engl

ish

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 0

0-

00

-0

0-

00

-0

0-

00

-0

0-

00

-0

0-

1993

/199

4 29

517

.24

234

17.3

96

116

.67

8230

36.5

925

1456

71

14.2

913

430

.77

10

03

00

1994

/199

5 23

730

.43

3511

31.4

33

00

8430

35.7

117

635

.29

40

019

315

.79

21

503

133

.33

-9.5

7-8

.57

-40

-4.2

9-4

.71

-40

-24.

2110

-6.6

719

95/1

996

305

16.6

743

1534

.88

10

086

3237

.21

226

27.2

78

112

.513

323

.08

20

02

00

-13.

15.

112

-29.

777.

442

-2.4

98-1

7.27

-6.6

88-2

9.77

-29.

7719

96/1

997

211

4.76

5216

30.7

75

240

8232

39.0

221

523

.81

83

37.5

225

22.7

30

0-

31

33.3

3-2

7.24

-1.2

38

7.02

-8.1

95.

5-9

.27

####

##1.

3319

97/1

998

204

2050

918

62

33.3

386

2630

.23

215

23.8

19

00

177

41.1

81

00

31

33.3

3-1

2.94

-14.

940.

386

-2.7

14-9

.134

-32.

948.

236

-32.

940.

386

1998

/199

9 12

18.

3366

710

.61

32

66.6

784

1720

.24

173

17.6

59

111

.11

110

01

00

31

33.3

3-4

5.01

-42.

7313

.334

-33.

1-3

5.69

-42.

23-5

3.34

-53.

34-2

0.01

1999

/200

0 11

218

.18

756

84

125

7429

39.1

912

541

.67

123

2518

316

.67

20

01

110

0-6

1.82

-72

-55

-40.

81-3

8.33

-55

-63.

33-8

020

2000

/200

1 10

330

627

11.2

92

150

9738

39.1

810

220

71

14.2

921

628

.57

20

02

150

-10

-28.

7110

-0.8

2-2

0-2

5.71

-11.

43-4

010

2001

/200

2 10

440

402

52

00

124

4838

.71

164

2512

325

143

21.4

32

00

22

100

-40

-75

-80

-41.

29-5

5-5

5-5

8.57

-80

2020

02/2

003

114

36.3

624

14.

172

150

6830

44.1

215

746

.67

71

14.2

915

426

.67

10

04

125

2003

/200

4 9

111

.11

290

01

00

649

14.0

614

17.

146

00

201

51

00

60

0O

vera

ll13

727

19.7%

423

7317.3%

26830.8%

717

25235.1%

136

3626.5%

6912

17.4%

135

3022.2%

121

8.3%

198

42.1

%-1

4.0%

-16.

4%-2

.9%

1.5%

-7.2

%-1

6.3%

-11.

5%-2

5.4%

8.4%

Acad

emic

Yea

rD

ev D

elD

ev D

elay

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ired

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ring

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ireAc

quire

d B

rain

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ryH

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paire

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ng D

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MX

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CC

D

C

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ge: C

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lo C

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ge

45

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h by

D

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ility

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h

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Impr

.%

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Impr

.%

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Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

Tot.

Impr

.%

1992

/199

3 0

0-

00

-0

0-

00

-0

0-

00

-0

0-

00

-0

0-

1993

/199

4 16

531

.25

31

33.3

32

00

8921

23.6

348

23.5

317

317

.65

144

28.5

72

150

51

2019

94/1

995

111

9.09

61

16.6

74

00

9818

18.3

732

515

.62

131

7.69

227

31.8

21

00

61

16.6

7-1

6.37

-8.7

86-2

5.46

-7.0

86-9

.836

-17.

776.

364

-25.

46-8

.786

1995

/199

6 9

111

.11

60

03

133

.33

9320

21.5

137

38.

1111

19.

0923

626

.09

10

04

125

-15.

55-2

6.66

6.66

6-5

.154

-18.

55-1

7.57

-0.5

74-2

6.66

-1.6

6419

96/1

997

130

06

00

00

-91

2224

.18

335

15.1

512

433

.33

265

19.2

31

00

30

0-2

6.66

-26.

66##

####

-2.4

84-1

1.51

6.66

6-7

.434

-26.

66-2

6.66

1997

/199

8 11

19.

092

00

41

2588

1618

.18

284

14.2

99

555

.56

225

22.7

30

0-

30

0-3

5.36

-44.

45-1

9.45

-26.

27-3

0.16

11.1

12-2

1.72

####

##-4

4.45

1998

/199

9 9

111

.11

50

00

0-

6111

18.0

314

321

.43

81

12.5

273

11.1

10

0-

20

0-6

.034

-17.

14##

####

0.88

64.

286

-4.6

44-6

.034

####

##-1

7.14

1999

/200

0 6

116

.67

50

02

00

8116

19.7

522

627

.27

122

16.6

737

410

.81

10

02

150

-23.

33-4

0-4

0-2

0.25

-12.

73-2

3.33

-29.

19-4

010

2000

/200

1 12

00

30

01

00

111

1311

.71

203

1515

16.

6734

617

.65

10

03

133

.33

-26.

66-2

6.66

-26.

66-1

4.95

-11.

66-1

9.99

-9.0

14-2

6.66

6.66

620

01/2

002

50

01

00

10

012

821

16.4

119

526

.32

152

13.3

320

210

10

04

250

-40

-40

-40

-23.

59-1

3.68

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2002

/200

3 5

00

10

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16.2

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00

142

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.43

00

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133

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4 3

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3 0

0-

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0-

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0-

00

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1993

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43

757

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00

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####

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1997

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03

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3 0

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26

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trict

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D

C

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51

TRA

NSF

ER

Tran

sfer

by

All U

nits

(With

out D

emog

raph

ics)

#%

#%

#%

#%

#%

#%

1992

/199

319

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19,2

0210

00

00

00

00

00

019

93/1

994

18,4

7716

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91.4

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464

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122

0.66

10.

011

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00

1994

/199

518

,582

15,8

0585

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1,87

410

.09

695

3.74

157

0.84

310.

1720

0.11

1995

/199

618

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4.8

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1.54

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8988

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1.15

1997

/199

819

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15,7

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.52,

185

11.0

41,

024

5.18

449

2.27

970.

4930

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98/1

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19,8

9715

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79.7

22,

098

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088

5.47

416

2.09

115

0.58

318

1.6

1999

/200

020

,495

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2,32

611

.35

1,06

35.

1944

42.

1710

70.

5235

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32,

178

10.3

31,

131

5.36

482

2.29

131

0.62

373

1.77

2001

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222

,316

18,0

8581

.04

2,18

69.

81,

058

4.74

457

2.05

124

0.56

406

1.82

2002

/200

317

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13,3

6077

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2,04

211

.77

1,01

95.

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92.

4711

40.

6638

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2.45

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0.78

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2.56

31-4

5 U

nits

by

Age

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

1992

/199

352

70

02,

245

00

5,57

40

02,

629

00

2,13

10

01,

992

00

2,73

20

01,

326

00

1993

/199

482

60

02,

345

160.

685,

249

731.

392,

587

210.

811,

882

50.

271,

813

40.

222,

547

30.

121,

193

00

1994

/199

594

20

02,

425

301.

245,

159

412

7.99

2,62

498

3.73

1,89

757

31,

715

362.

12,

515

491.

951,

251

120.

9619

95/1

996

810

30.

372,

351

291.

234,

930

466

9.45

2,80

818

06.

411,

941

784.

021,

725

643.

712,

767

682.

461,

438

140.

9719

96/1

997

818

70.

862,

326

341.

464,

864

461

9.48

2,85

220

07.

011,

844

824.

451,

704

784.

582,

952

822.

781,

759

261.

4819

97/1

998

917

20.

222,

452

401.

634,

955

468

9.45

2,90

820

67.

081,

943

974.

991,

657

744.

473,

003

102

3.4

1,89

834

1.79

-7.3

4-5

.93

1.89

-0.4

8-2

.57

-3.0

9-4

.16

-5.7

719

98/1

999

1,00

58

0.8

2,61

342

1.61

5,00

847

09.

382,

718

238

8.76

1,87

711

86.

291,

603

603.

742,

945

106

3.6

2,07

945

2.16

-6.7

04-5

.894

1.87

61.

256

-1.2

14-3

.764

-3.9

04-5

.344

1999

/200

01,

066

80.

752,

637

431.

635,

147

485

9.42

2,64

021

88.

261,

967

103

5.24

1,64

355

3.35

3,03

710

03.

292,

280

512.

24-6

.786

-5.9

061.

884

0.72

4-2

.296

-4.1

86-4

.246

-5.2

9620

00/2

001

1,28

36

0.47

2,87

345

1.57

5,20

454

010

.38

2,66

823

38.

732,

007

944.

681,

657

462.

783,

014

963.

192,

351

713.

02-7

.834

-6.7

342.

076

0.42

6-3

.624

-5.5

24-5

.114

-5.2

8420

01/2

002

1,47

24

0.27

2,96

441

1.38

5,63

650

58.

962,

708

194

7.16

2,12

299

4.67

1,69

564

3.78

3,15

284

2.66

2,52

867

2.65

-6.8

98-5

.788

1.79

2-0

.008

-2.4

98-3

.388

-4.5

08-4

.518

2002

/200

31,

132

20.

182,

684

552.

054,

628

520

11.2

42,

006

181

9.02

1,48

764

4.3

1,21

951

4.18

2,26

583

3.66

1,88

063

3.35

-8.8

12-6

.942

2.24

80.

028

-4.6

92-4

.812

-5.3

32-5

.642

2003

/200

41,

511

50.

333,

569

882.

476,

385

696

10.9

2,79

022

17.

921,

927

964.

981,

683

855.

053,

018

933.

082,

664

863.

23-8

.39

-6.2

52.

18-0

.8-3

.74

-3.6

7-5

.64

-5.4

9

40 -

4950

+

Year

Stud

ents

hav

ing

31-4

5 tr

ansf

er u

nits

14 -

1718

- 19

20 -

2425

- 29

30 -

3435

- 39

Year

Enrl.

Tran

sfer

able

Uni

ts E

arne

d0-

1516

-30

31-4

546

-56

57-6

061

+Fo

r tra

nsfe

r def

initi

on, p

leas

e co

nsul

t the

Tra

nsfe

r_D

ocs

docu

men

t lib

rary

on

SEP.

Year

s pr

ior t

o 19

97-9

8 ha

ve b

een

gray

ed o

ut d

ue to

inco

mpl

ete

data

.

Best

per

form

ing

grou

ps (r

efer

ence

gro

up) a

re in

Bla

ck B

old,

EEO

C in

equi

ty g

roup

s ar

e m

arke

d R

ed

Bold

.

Of a

ll tra

nsfe

r ran

ges

as re

porte

d in

CC

C41

1, o

nly

the

rang

e of

31-

45 is

use

d. T

he re

ason

is th

at th

is is

th

e ra

nge

befo

re s

tude

nts

beco

me

trans

fer r

eady

for C

SU (5

6+ u

nits

) in

the

next

rang

e of

46-

56).

Onc

e th

ey g

et to

56

units

, stu

dent

s m

ay h

ave

left

Cab

rillo

hal

fway

into

the

year

, whi

ch m

akes

this

rang

e le

ss

relia

ble

for s

tudy

. The

31-

45 ra

nge

is m

ore

mea

ning

ful t

o ex

amin

e by

var

ious

stu

dent

sub

-gro

ups,

the

rate

of a

ccum

ulat

ing

trans

fer u

nits

.

Not

all

stud

ent s

ub-g

roup

s ar

e go

od c

andi

date

s fo

r equ

ity s

tudi

es fo

r thi

s pa

rticu

lar g

oal.

For e

xam

ple,

it

take

s tim

es to

acc

umul

ate

trans

fer u

nits

and

stu

dent

s ol

der t

han

50 m

ay n

ot b

e in

tere

sted

in

accu

mul

atin

g tra

nsfe

r uni

ts a

t all.

The

refo

re, t

he a

ge s

ub-g

roup

is n

ot m

eani

ngfu

l for

ana

lyzi

ng e

quity

.

Dis

trict

: Cab

rillo

CC

D

C

olle

ge: C

abril

lo C

olle

ge

52

31-4

5 U

nits

by

Eth

nici

ty

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

1992

/199

324

40

021

30

067

00

024

10

02,

912

00

180

00

14,7

420

019

93/1

994

255

20.

7823

10

068

217

2.49

210

00

3,14

313

0.41

200

10.

513

,756

890.

6519

94/1

995

316

134.

1126

28

3.05

715

446.

1522

310

4.48

3,33

489

2.67

219

62.

7413

,513

525

3.89

1995

/199

631

610

3.16

247

135.

2669

959

8.44

251

124.

783,

543

150

4.23

246

93.

6613

,526

650

4.81

1996

/199

727

49

3.28

245

156.

1270

338

5.41

253

114.

353,

640

175

4.81

300

93

13,7

5571

45.

1919

97/1

998

269

114.

0926

412

4.55

731

405.

4724

418

7.38

3,80

418

04.

7333

514

4.18

14,1

3774

95.

3-1

.814

-1.3

54-0

.434

1.47

6-1

.174

-1.7

24-0

.604

1998

/199

925

919

7.34

277

176.

1475

844

5.8

229

166.

993,

928

211

5.37

445

265.

8414

,001

755

5.39

1.46

80.

268

-0.0

721.

118

-0.5

02-0

.032

-0.4

8219

99/2

000

274

145.

1126

913

4.83

765

476.

1424

914

5.62

4,03

819

94.

9374

228

3.77

14,1

5874

85.

280.

198

-0.0

821.

228

0.70

80.

018

-1.1

420.

368

2000

/200

129

119

6.53

258

238.

9177

147

6.1

255

155.

884,

359

216

4.96

982

393.

9714

,174

772

5.45

-0.5

981.

782

-1.0

28-1

.248

-2.1

68-3

.158

-1.6

7820

01/2

002

314

144.

4623

29

3.88

818

516.

2326

716

5.99

4,82

722

84.

7290

428

3.1

14,9

5471

24.

76-0

.524

-1.1

041.

246

1.00

6-0

.264

-1.8

84-0

.224

2002

/200

327

010

3.7

190

115.

7964

740

6.18

222

135.

863,

927

227

5.78

702

415.

8411

,388

677

5.94

-1.2

440.

846

1.23

60.

916

0.83

60.

896

0.99

620

03/2

004

338

144.

1424

417

6.97

873

566.

4132

221

6.52

5,34

328

35.

390

055

6.11

15,5

6892

45.

94-1

.436

1.39

40.

834

0.94

4-0

.276

0.53

40.

364

31-4

5 U

nits

by

Gen

der

Enrl.

#%

Enrl.

#%

Enrl.

#%

1992

/199

310

,986

00

8,21

60

00

00

1993

/199

410

,569

610.

587,

908

610.

770

00

1994

/199

510

,765

374

3.47

7,81

332

14.

114

00

1995

/199

610

,980

515

4.69

7,84

638

84.

952

00

1996

/199

711

,290

578

5.12

7,87

839

34.

992

00

1997

/199

811

,586

646

5.58

8,19

137

84.

617

00

1.11

60.

146

5.58

1998

/199

911

,653

684

5.87

8,23

440

44.

9110

00

1.17

40.

214

5.87

1999

/200

011

,663

620

5.32

8,62

843

45.

0320

49

4.41

1.06

40.

774

5.32

2000

/200

111

,810

684

5.79

9,04

044

34.

924

04

1.67

1.15

80.

268

5.79

2001

/200

212

,417

661

5.32

9,82

639

34

734

5.48

1.06

4-0

.256

5.32

2002

/200

39,

608

575

5.98

7,71

844

45.

7520

00

1.19

60.

966

5.98

2003

/200

413

,045

748

5.73

10,5

2062

25.

9123

00

1.00

21.

182

5.91

Year

Stud

ents

hav

ing

31-4

5 tr

ansf

er u

nits

F M

X

Year

Stud

ents

hav

ing

31-4

5 tr

ansf

er u

nits

Afric

an A

mer

ican

Am

eric

an In

dian

As

ian/

Paci

fic Is

land

er

Filip

ino

His

pani

c U

nkno

wn/

Oth

er

Whi

te

Dis

trict

: Cab

rillo

CC

D

C

olle

ge: C

abril

lo C

olle

ge

53

31-4

5 U

nits

by

Dis

abili

ty

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

Enrl.

#%

1992

/199

30

00

00

00

00

00

00

00

00

00

00

00

00

00

1993

/199

423

00

069

00

200

037

13

0.81

229

00

651

1.54

740

07

00

210

019

94/1

995

235

20.

8517

41

0.57

230

047

839

8.16

250

72.

841

24.

8813

73

2.19

80

024

14.

1719

95/1

996

238

62.

5216

06

3.75

271

3.7

510

5410

.59

273

186.

5965

46.

1513

16

4.58

70

021

14.

7619

96/1

997

239

41.

6718

811

5.85

211

4.76

473

5611

.84

241

229.

1368

00

168

95.

367

00

141

7.14

1997

/199

824

74

1.62

168

74.

1730

00

514

6212

.06

250

166.

492

66.

5216

89

5.36

51

2018

00

-14.

38-1

1.83

-16

-3.9

4-9

.6-9

.48

-10.

644

-16

1998

/199

924

49

3.69

210

94.

2924

14.

1752

158

11.1

325

317

6.72

9512

12.6

316

010

6.25

40

014

17.

14-6

.414

-5.8

14-5

.934

1.02

6-3

.384

2.52

6-3

.854

-10.

1-2

.964

1999

/200

021

812

5.5

200

126

283

10.7

152

455

10.5

248

239.

2711

01

0.91

172

126.

987

00

190

0-3

.068

-2.5

682.

142

1.93

20.

702

-7.6

58-1

.588

-8.5

68-8

.568

2000

/200

121

911

5.02

140

85.

7125

14

580

6110

.52

226

219.

2911

78

6.84

184

158.

157

114

.29

180

0-6

.412

-5.7

22-7

.432

-0.9

12-2

.142

-4.5

92-3

.282

2.85

8-1

1.43

2001

/200

222

610

4.42

126

86.

3525

520

677

7310

.78

238

125.

0412

76

4.72

187

136.

954

00

151

6.67

-11.

58-9

.65

4-5

.22

-10.

96-1

1.28

-9.0

5-1

6-9

.33

2002

/200

319

19

4.71

104

65.

7720

210

532

6211

.65

174

137.

4710

34

3.88

140

117.

862

150

171

5.88

-35.

29-3

4.23

-30

-28.

35-3

2.53

-36.

12-3

2.14

10-3

4.12

2003

/200

424

411

4.51

131

75.

3422

522

.73

659

8312

.59

237

145.

9112

014

11.6

719

413

6.7

11

100

311

3.23

-75.

49-7

4.66

-57.

27-6

7.41

-74.

09-6

8.33

-73.

320

-76.

77

Spee

ch/L

angu

age

Visu

ally

Impa

ired

Year

Stud

ents

hav

ing

31-4

5 tr

ansf

er u

nits

Acqu

ired

Bra

in In

jury

D

ev D

elay

Impa

ired

Hea

ring

Impa

ired

Lear

ning

Dis

able

d M

obili

ty Im

paire

d O

ther

Dis

abili

ty

Psyc

holo

gica

l


54

cabrillo college student equity plancabrillo college gave high priority to its 2004 student equity...

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