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Santa Rosa Junior College

Student Equity Plan

October 15, 2014

(Approved by: Student Success and Equity Committee, Academic Senate)

Santa Rosa Junior College STUDENT EQUITY PLAN

Table of Contents

Signature Page

Executive SummaryTarget GroupsGoals/Expected OutcomesActivitiesResourcesContact Person/Student Equity Coordinator

Campus-Based ResearchOverviewIndicator Definitions and Data

AccessCourse Completion (Retention)ESL and Basic Skills CompletionDegree and Certificate Completion

Goals and ActivitiesAccessCourse Completion (Retention)ESL and Basic Skills CompletionDegree and Certificate CompletionTransfer

BudgetSources of Funding

Evaluation Schedule and Process

Attachments (Optional)

Santa Rosa Junior CollegeStudent Equity Plan

Signature Page

District: Sonoma County Junior College Date Approved by Board of Trustees: 11/12/2014

College President: Frank Chong

Vice President of Student Services: Ricardo Navarrette

Vice President of Instruction: Mary Kay Rudolph

Academic Senate President: Robin Fautley

Student Equity Coordinator/Contact Person: Li Collier

Executive Summary

Sonoma County Junior College District Santa Rosa Junior College

EXECUTIVE SUMMARY

Background

Santa Rosa Junior College (SRJC) aspires to be an inclusive, diverse, and sustainable learning community. Its mission is to passionately cultivate learning through the development of its diverse community.

SRJC has provided an excellent education to its community over the past ninety-six years. It has served over 37,000 students from diverse backgrounds in 2013-14. In recent years, SRJC’s Latino student population has steadily grown, with many of them being first generation college students and/or economically disadvantaged. In addition to Latino students, SRJC serves African Americans, Native Americans, Pacific Islanders, Asians, and Filipinos. Consistent with the national trend, more than half of SRJC’s students are female. SRJC is committed to expand and sustain access to all student populations and to support them through the completion of their educational goals.

Over the last ten years, there was a lack of funding at the state level to advance student equity. SRJC utilized its funding sources to the best of its ability to ensure successful outcomes for all students. Under the guidelines of the Student Success Act of 2012, SRJC is strengthening student equity efforts, building upon existing programs and services. A Student Success and Equity Committee (SSEC) has been formed to provide a platform for collaboration and communication across the district that will result in the integration of student success efforts including effective academic and student services programs delivery and continuous improvement. SSEC will provide recommendations to the district in the implementation of the Student Equity Plan in conjunction with the Student Success and Support Program (SSSP) Plan.

With the assistance of the Office of Institutional Research, SSEC reviewed access and success data of various SRJC student populations, with a focus on identifying students who are disproportionately impacted in the areas of Access, Course Completion, ESL and Basic Skills Completion, Degree and Certificate Completion, and Transfer, indicators defined by the Chancellor’s Office. (Disproportionate impact occurs when a particular population performs below 80% of the reference group.) Committee members did much of this review in the summer of 2014, and have been working with the college community to establish goals and activities that will address the identified achievement gaps.

Target Groups

The following groups of students have been identified as being disproportionally impacted for one or more of the indicators:

African Americans Latinos Pacific Islanders/Filipinos

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Native Americans Students with disabilities Economically disadvantaged students Students age 20 and older

Goals / Expected Outcomes

Sustain and increase overall SRJC participation rates of all ethnic groups throughout Sonoma County.

Increase course completion rates of all underrepresented students, particularly Latino, African American, and Pacific Islander students.

Increase the number of underrepresented Basic Skills students who complete degree-applicable level English and Math courses, particularly Latino, African American, Pacific Islander, American Indian, Economically Disadvantaged students, and students with disabilities.

Increase the number of underrepresented students who receive degrees and complete certificates, particularly Latinos, Pacific Islanders, students with disabilities, and students in the age group of 20 to 24.

Narrow the gap between underrepresented students and White students who are transfer prepared and transfer.

Narrow the gap between students with disabilities and without disabilities for obtaining degrees and transfer.

Narrow the gap between economically disadvantaged and economically advantaged students for transfer.

Activities

Strengthen concerted outreach efforts across the district, particularly to the Latino population.

Inspire students to dream big and provide them necessary support to help them achieve. (Thich Nhat Hahn: “There are within us the seeds of who we might become.”)

Embrace the growth mindset and weave best practices into teaching, professional learning, and the exploration of curriculum design and revisions.

Provide targeted supplemental instructional support and tutorial services to underachieved student populations, and explore student success strategies with faculty.

Integrate student support services with academic programs through more intentional collaboration and coordination to reduce barriers to student persistence and success.

Establish integrated multicultural learning environment at SRJC; expand existing and establish new learning communities to include Latino, African American and Asian Pacific Islanders.

Increase physical, financial, and human resources to improve the success of our first generation, culturally and linguistically diverse students.

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Strengthen student equity research and evaluation to make evidence-based decisions in order to ensure successful outcomes for underachieved student populations.

Resources

General funds will be used for the activities in this Plan in addition to various categorical funds listed in the section, Sources of Funding.

Contact Person

Li Collier, Dean of Student Success, Equity and RetentionSanta Rosa Junior College1501 Mendocino AvenueSanta Rosa, CA 95401

Phone: 707.524.1797Email: [email protected]

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Campus-Based Research


CAMPUS-BASED RESEARCH

A. ACCESS. Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served.

Prompts:

1. Based on the information in the table, below, what are the patterns you see with respect to disproportionate impact for any groups?

2. When you look at sub-groups (e.g., African American Males between 20 and 24, Disabled students by gender, etc.) what new patterns emerge? Are there identifiable gaps by subgroup?

3. Summarize your findings in the narrative report, and focus your recommendations on narrowing the identified gaps.

Santa Rosa Junior College’s (SRJC) mission statement states that the College passionately cultivates learning through the development of our diverse community. The data on access clearly reflects our efforts in achieving this mission.

Based on the summary of findings and the data below, it is clear that female students and students of color, particularly Latino, African American, Pacific Islander and American Indian, are enrolling in high numbers at Santa Rosa Junior College. All ethnic groups in Sonoma County have higher enrollment percentages at SRJC than the White population, the traditional reference group.

Further analysis reveals the difference between male and female participants, with males slightly behind females. This is consistent with the national trend. SRJC will continue to monitor this trend in access at the local level.

SRJC’s Office of Institutional Research compiles data on all underrepresented groups in the district from various sources; however, there is limited data for Foster Youth, Veterans, and low income students provided at the state level and within the local student information system. The data collection for first generation students is also at an early stage both at the state and local levels. The following list provides a glimpse of several special student populations attending and being served at SRJC:

Over 400 students reported as foster youth or former foster youth Close to 700 students are identified as veterans or dependents of veterans Over 13,000 students receive financial aid

The District will conduct further research during the 2014-15 academic year for these student populations and for first-generation college students to analyze their access as well as success indicators.

Due to the high number of group homes and the pro-active approach Sonoma County has taken to provide youth-centered resources, Sonoma County has a large Foster Youth population. We have observed that the number of foster youth enrolled in SRJC has steadily risen in the past

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three years. We recognize that the unique circumstances Foster Youth experience make them an especially susceptible population needing integrated support and resources. Therefore, this Equity Plan will recommend supporting SRJC’s foster youth program.

Further, many of SRJC’s underrepresented students are first-generation college students, which is another population that needs integrated support. SRJC’s Equity plan will recommend strategies and activities to provide such support to first-generation students.

With nearly 700 student Veterans enrolled annually, a need exists to collect and evaluate data to track their academic performance and their challenges both in and outside of the classroom. Once detailed data is available, analysis can result in planning specific interventions and support for veteran students struggling academically at SRJC. The College plans to expand its current Veterans Affairs Office into a larger Veterans Resource Center, providing wrap-around support services to student Veterans. This item is a priority listed in the facilities bond being presented to voters of Sonoma County in the upcoming November 2014 election. A larger facility, together with data-driven strategies and activities, will result in the increased success of this student population.

Overall, SRJC will continue its early college awareness efforts with local middle and high schools, and strengthen its presence within our local community to ensure that underrepresented students continue to have equal access to higher education.

Summary of Findings Compared to White students, Latino students (17.62% of the cohort) are:

37.76% more likely to enroll at SRJC

Compared to White students, African American students (3.47% of the cohort) are: 105.10% more likely to enroll at SRJC

Compared to White students, Pacific Islander students (.91% of the cohort) are: 62.24% more likely to enroll at SRJC

Compared to White students, American Indian students (.88% of the cohort) are: 36.73% more likely to enroll at SRJC

Compared to male students, female students (51.7% of the cohort) are: 26.47% more likely to enroll at SRJC

Campus Data

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Population Participation Rate <80% Referent group

Enrollment 2013

Sonoma County

PPR DI Note: No disproportionate impact found

EthnicityWhite 31,552 320,831 9.8% 100%Latino 17,168 126,707 13.5% 137.76%Asian 2,561 18,109 14.1% 143.88%African American

1,548 7,708 20.1% 205.10%

American Indian 484 3,608 13.4% 136.73%Multi 2,336 13,174 17.7% 180.61%Pacific Islander 230 1,446 15.9% 162.24%Unknown 3,400

Age≤15 232 92,259 0.3%16 to 19 9,224 26,377 35.0%20 to 24 18,463 34,509 53.5%25 to 34 14,983 62,564 23.9%35 to 49 9,087 91,433 9.9%50 to 64 5,178 108,045 4.8%65 and over 2,112 76,395 2.8%

GenderFemale 32,243 249,279 12.90% 126.47%Male 24,812 242,304 10.20% 100%

Source: Office of Institutional Research, Santa Rosa Junior College, based on Score Card data from CCCCO.

Population Participation Rate (PPR) = the number of students (unduplicated annual headcount) enrolled in the College per 1000 persons living in the service area (Sonoma County)

DI = Disproportionate Impact

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B. COURSE COMPLETION. Ratio of the number of credit courses that students by population group actually complete by the end of the term compared to the number of courses in which students in that group are enrolled on the census day of the term.

Prompts:


2. In particular, when you look at sub-groups (e.g., African American Males between 20 and 24, Disabled students by gender, etc.) what new patterns emerge? Are there identifiable gaps by subgroup?


SRJC students are successfully completing their courses. Based on the summary of findings and the campus data below, there is no disproportionate impact for any group in course completion.

SRJC strives to facilitate the success of all students. While there is no disproportionate impact for any group in this area, African American and Pacific Islander students are not as successful as we would like them to be; they are 13.89% and 17.69%, respectively, less likely to complete a course by the end of the term compared to White students. Our equity plan will include programs and interventions that will work to better facilitate the successful course completion of both groups.

Summary of Findings

Compared to White students, Latino students (17.62% of the cohort) are: 9.57% less likely to complete a course by the end of the term

Compared to White students, African American students (3.47% of the cohort) are: 13.89% less likely to complete a course by the end of the term

Compared to White students, Pacific Islander students (.91% of the cohort) are: 17.69% less likely to complete a course by the end of the term

Compared to White students, American Indian students (.88% of the cohort) are: 6.16% less likely to complete a course by the end of the term

Compared to male students, female students (51.7% of the cohort) are: 5.73% more likely to complete a course by the end of the term

Compared to students without disabilities, students utilizing DSPS, Disabled Students Programs and Services (8.98% of the cohort), are:

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Nearly likely to complete a course by the end of the term

Compared to the students who begin college at age 19 or under, older students (11% of the cohort) are:

Nearly likely to complete a course by the end of the term

Campus Data

Course Completion

% N DI <80% Referent group

Ethnicity Note: No disproportionate impact found

White 76.30% 56,198 100%African American 65.70% 2,491 86.11%Latino 69.00% 26,932 90.43%Pacific Islander 62.80% 322 82.31%Asian 78.20% 4,885 102.49%American Indian 71.60% 732 93.84%

Age≤ 15 92.50% 395 129.19%16 to 19 71.80% 25,224 100.28%20 to 24 71.60% 38,480 100%25 to 34 75.40% 19,608 105.31%35 to 49 79.90% 10,381 111.59%50 to 64 73.70% 5,241 102.93%≥ 65 80.80% 568 112.85%

GenderFemale 75.60% 54,057 105.73%Male 71.50% 43,431 100%Unknown 74.10% 2,409 103.64%

Students with DisabilitiesYes 72.10% 7,477 97.56%No 73.90% 92,420 100%

Source: Office of Institutional Research, Santa Rosa Junior College; based on Score Card data from CCCCO.

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Successful course completion Cohort Size = the sum of duplicated enrollments receiving an official grade of A, B, C, CR or P. Successful course completion rate is defined as Successful course completion Cohort Size divided by the number of duplicated course enrollments with an official grade of A, B, C, D, F, CR, P, NC, NP, W or I expressed in percent. Only credit courses are included.


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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 compared to the number of those students who complete such a final course.

Prompts:




As is the case for many California Community Colleges, ESL and Basic Skills Completion presents a challenge to our district. The summary of findings and data below highlight areas of much needed improvement.

SRJC’s female population is succeeding. They are 4.76% more likely than our male population to complete a degree-applicable English course, and 17.65% more likely to complete a degree-applicable level Math course.

Within the economically disadvantaged group, students appear to be more successful in Math than in English, as this group is only 5.22% less likely to complete a degree-applicable math class but 15.08% less likely to complete a degree-applicable English course.

In the case of African American and American Indian students, they are disproportionately impacted in both areas. The summary of findings for both African American and American Indian students highlights a grim picture. African American students are 24.4% less likely to complete a degree-applicable English course than White SRJC students, and 48.8% less likely to complete a degree-applicable Math course. American Indian students are 35.6% less likely to complete a degree-applicable English course and 46.3% less likely to complete a degree-applicable Math course.

Other ethnic groups, with the exception of Asians, are disproportionately impacted to varied degrees in terms of completing a degree-applicable Math course.

Further, while there is no disproportionate impact for Latino students and students utilizing Disabled Students Programs and Services (DSPS) in completing a degree-applicable English course, both groups are near the disproportionate impact threshold. Students with disabilities also are disproportionately impacted in the area of Math.

We also note that students age 25 and older tend to be disproportionately impacted in Math, English, and ESL course completion.

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SRJC clearly needs to address these achievement gaps. Our Equity Plan will suggest integrated support programs and innovations in teaching and learning to better facilitate the successful completion of degree-applicable English and Math courses for Latino, African American, Pacific Islander, American Indian, Economically Disadvantaged and DSPS students.

Summary of Findings

Compared to White students, Latino students (17.62% of the cohort) are: 17.8% less likely to complete a transfer level English class 24.4% less likely to complete a transfer Math class

Compared to White students, African American students (3.47% of the cohort) are: 24.4% less likely to complete a transfer level English class 48.8% less likely to complete a transfer level Math class

Compared to White students, Pacific Islander students (.91% of the cohort) are: 15.6% more likely to complete a transfer level English class 22% less likely to complete a transfer level Math class

Compared to White students, American Indian students (.88% of the cohort) are: 35.6% less likely to complete a transfer level English class 46.3% less likely to complete a transfer level Math class

Compared to male students, female students (51.7% of the cohort): 4.76% more likely to complete a transfer level English class 17.65% more likely to complete a transfer level Math class

Compared to economically advantaged students, economically disadvantaged students (46% of the cohort):

15.08% less likely to complete a transfer level English class 5.22% less likely to complete a transfer level Math class


18.08% less likely to complete a transfer level English class 29.92% less likely to complete a transfer level math class

Compared to age groups 20-24, 25 to 39 and 40+, students under 20 are: 25.6%, 23.3% and 46.5%, respectively, more likely to complete a transfer level English

class 7.9%, 21.1, and 15.8%, respectively, more likely to complete a transfer level Math Class

Campus Data

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Basic Skills Completion Rate <80% Referent group

EthnicitySRJC DI

EnglishWhite 45.00

%100%

African American

34% 75.6%

Latino 37.00%

82.2%

Pacific Islander 52.00%

115.6%

Asian 54.00%

120.0%

American Indian 29.00%

64.4%

Math White 41.00

%100%

African American

21.00%

51.2%

Latino 31.00%

75.6%

Pacific Islander 32.00%

78.0%

Asian 44.00%

107.3%

American Indian 22.00%

53.7%

ESL White 33.00

%300%

African American

33.00%

300%

Latino 11.00%

100%

Pacific Islander 0.00% 0%Asian 21.00

%190.9%

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American Indian 0.00% 0.0%

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AgeEnglish <20 43.00% 100%20 to 24 32.00% 74.4%25 to 39 33.00% 76.7%40+ 23.00% 53.5% Math <20 38.00% 100%20 to 24 35.00% 92.1%25 to 39 30.00% 78.9%40+ 32.00% 84.2% ESL <20 14.00% 100%20 to 24 24.00% 171.4%25 to 39 9.00% 64.3%40+ 3.00% 21.4%

GenderEnglish Female 44.00% 104.76%Male 42.00% 100% Math Female 40.00% 117.65%Male 34.00% 100% ESL Female 14.00% N/AMale 14.00% N/A

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Students with DisabilitiesEnglish Yes 35.80% 81.92%No 43.70% 100% Math Yes 27.40% 70.08%No 39.10% 100% ESL Yes 15.40% 109.22%No 14.10% 100%

Disadvantaged Students *English Yes 38.30% 84.92%No 45.10% 100% Math Yes 36.30% 94.78%No 38.30% 100% ESL Yes 14.60% 105.80%No 13.80% 100%



Latinos and <20 are the referent groups due to high enrollment

*Disadvantaged student = if a students received BOG or PELL Grant; is a CalWORKs or Workforce Investment Act participant; or is a Department of Social Services client.

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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.




As shown in previous indicators, SRJC’s female students are succeeding in degree and certificate completion. They are 51.9% more likely to complete a degree than their male counterparts, 46.2% more likely to complete a certificate, and 7% more likely to complete overall.

SRJC’s economically disadvantaged students are also succeeding in degree and certificate completion. They are 4.2% more likely to receive a degree than SRJC’s economically advantaged student population and 86.03% more likely to receive a certificate. However, they are 22.26% less likely to actually transfer.

In terms of degree completion, the summary of findings and data below demonstrate that Asian American and American Indian students are more likely to achieve a degree than SRJC’s White student population. However, African American, Latino, Pacific Islander and Students with disabilities are all disproportionately impacted in degree completion. Our equity plan will need to address this success gap.

There is no disproportionate impact for any group in certificate completion. The summary of findings and data highlight trends in certificate completion. Students with disabilities and Economically Disadvantaged students are heavily represented in certificate programs. Students with disabilities are 100.74% more likely to earn a certificate than non-DSPS students, and economically disadvantaged students are 86.03% more likely to receive a certificate than economically advantaged students. Further, Pacific Islander students neither attempted nor received certificates.

Latino, American Indian, and Students with disabilities are disproportionately impacted in unduplicated completion, with Pacific Islander students succeeding minimally better than the disproportionate impact benchmark. SRJC’s equity plan will also address these success gaps in overall completion.

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Summary of Findings

Compared to White students, Latino students (17.62% of the cohort) are: 33.79% less likely to complete a degree 9.17% more likely than Whites to complete a certificate. 31.41% less likely to complete overall

Compared to White students, African American students (3.47% of the cohort are: 20.56% less likely to complete a degree 3.44% less likely to complete a certificate 6.89% less likely to complete overall

Compared to White students, Pacific Islander students (.91% of the cohort) are: 28.95% less likely to complete a degree 100% less likely to complete a certificate 16.74% less likely to complete overall

Compared to White students, American Indian students (.88% of the cohort) are: 11.01% more likely to complete a degree 4.36% less likely to complete a certificate. 20.5% less likely to complete overall

Compared to male students, female students (51.7% of the cohort) are: 51.9% more likely to complete a degree 46.2% more likely to complete a certificate 7% more likely to complete overall

Compared to economically advantaged students, economically disadvantaged students (46% of the cohort) are:

4.2% more likely to receive a degree 86.03% more likely to receive a certificate 8.85% less likely to complete overall


31.79% less likely to receive a degree 100.74% more likely to receive a certificate 25.5% less likely to complete overall

Compared to age groups 20-24, 30-39 and 40+, students under 20 are: 27.95%, 12.72%, and 17.86% more likely to complete a degree

Age group 25-29 are the exception, as they are 8.77% more likely to complete a degree

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Compared to age groups 20-24, 25-29, 30-39 and 40+, students under 20 are: 42.03%, 133.37%, 113.67%, and 110.87% less likely to complete a certificate 27.15%, 21.76%, 47.59%, and 39.96% more likely to complete overall

Campus Data

Ethnicity <80% Referent group

Completion RatesN Completion Rate

DegreesAfrican American

17 17.89 79.44%

Asian 35 25.93 115.14%Filipino 3 * 11.54 51.24%Latino 72 14.91 66.21%Native American

6 * 25 111.01%

Pacific Islander 4 * 16 71.05%Unknown 42 20.19 89.65%White 393 22.52 100%

CertificatesAfrican American

4 * 4.21 96.56%

Asian 6 * 4.44 101.83%Filipino 2 * 7.69 176.38%Latino 23 4.76 109.17%Native American

1 * 4.17 95.64%

Pacific Islander 0 * 0 0.00%Unknown 9 4.33 99.31%White 76 4.36 100%

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Transfer PrepAfrican American 34 35.79 85.19%Asian 59 43.7 104.02%Filipino 6* 23.08 54.94%Latino 139 28.78 68.51%Native American 8* 33.33 79.34%Pacific Islander 11 44 104.74%Unknown 83 39.9 94.98%White 733 42.01 100%

Actual TransfersAfrican American 30 31.58 82.74%Asian 68 50.37 131.96%Filipino 8* 30.77 80.61%Latino 102 21.12 55.33%Native American 7* 29.17 76.42%Pacific Islander 8* 32 83.84%Unknown 75 36.06 94.47%White 666 38.17 100%

Unduplicated CompletionAfrican American 51 53.68 93.11%Asian 88 65.19 113.08%Filipino 14 53.85 93.41%Latino 191 39.54 68.59%Native American 11 45.83 79.50%Pacific Islander 12 48 83.26%Unknown 118 56.73 98.40%White 1,006 57.65 100%

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CohortAfrican American 95 3.47%Asian 135 4.93%Filipino 26 0.95%Latino 483 17.62%Native American 24 0.88%Pacific Islander 25 0.91%Unknown 208 7.59%White 1,745 63.66%Total 2,741 100%

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Disadvantaged Students <80% Referent group

Completion RatesN Completion

RateDI

DegreesYes 273 21.33 104.20

%No 299 20.47 100%

CertificatesYes 75 5.86 186.03

%No 46 3.15 100.00

%

Trans PrepYes 523 40.86 108.53

%No 550 37.65 100%

Actual TransferYes 359 28.05 67.74

%No 605 41.41 100%

Unduplicated CompletionYes 662 51.72 91.15

%No 829 56.74 100%

CohortYes 1,280 46.70%No 1,461 53.30%Total 2,741 100%

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Students with Disabilities <80% Referent group

N Completion Rate

DI

DegreeYes 36 14.63 68.21%No 535 21.45 100%

CertificateYes 20 8.13 200.74%No 101 4.05 100%

Trans PrepYes 80 32.52 81.75%No 992 39.78 100%

Actual TransferYes 44 17.89 48.50%No 920 36.89 100%

Unduplicated CompletionYes 102 41.46 74.50%No 1388 55.65 100%

CohortYes 246 8.98%No 2494 91.02%

2740 100%

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Gender <80% Referent group

Completion Rates Note: No disproportionate impact found

N Completion Rate

DI

DegreesFemale 349 24.61 151.9%Male 220 16.2 100%Unknown 3 42.86 264.6%

CertificatesFemale 74 5.22 146.2%Male 47 3.57 100%Unknown 0 0 0.0%

Transfer PreparedFemale 572 40.34 106.6%Male 498 37.84 100%Unknown 3 42.86 113.3%

Actual TransfersFemale 505 35.61 102.5%Male 457 34.73 100%Unknown 2 28.57 82.3%

Unduplicated CompletionFemale 797 56.21 107.0%Male 691 52.51 100%Unknown 3 42.86 81.6%

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Age <80% Referent group

Completion Rates

N Completion Rate

DI

Degrees≤19 518 21.22 100%20 to 24 13 15.29 72.05%25 to 29 12 23.08 108.77%30 to 39 10 18.52 87.28%40+ 19 17.43 82.14%

Certificates≤19 101 4.14 100%20 to 24 5* 5.88 142.03%25 to 29 5* 9.62 232.37%30 to 39 5* 9.26 223.67%40+ 5* 4.59 110.87%

Unduplicated Completion≤19 1380 56.53 100%20 to 24 85 41.18 72.85%25 to 29 23 44.23 78.24%30 to 39 16 29.63 52.41%40+ 37 33.94 60.04%


The Score Card cohort completion rates = percentage of degree and certificate students starting first time in 2007-08 tracked for six years through 2012-13 who completed a degree or certificate.

* Indicates small sample size.

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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.

Prompts:


2. In particular, when you look at sub-groups (e.g., African American Males between 20 and 24, Disabled students, by gender, etc.) what new patterns emerge? Are there identifiable gaps by subgroup?


The summary of findings and the data below show that female students are succeeding in transfer preparation and transfer. They are 7% more likely to be transfer prepared and 3% more likely to transfer than their male counterparts.

Students over the age of 20, Latino students and American Indian students are disproportionately impacted in the areas of transfer preparation and actual transfer. African American students are finding minimally more success in both areas; they are 14.81% less likely to be transfer prepared and 17.26% less likely to actually transfer than SRJC’s White student population. Students with disabilities are 18% less likely to be transfer prepared and 51% less likely to actually transfer. Further, Pacific Islander students are finding success in transfer preparation; however, they are 16.16% less likely to actually transfer than White students.

SRJC’s equity plan will address the transfer preparation success gaps for Latino, African American, American Indian, and Students with disabilities, and the transfer success gaps for African American, Students with Disabilities and Pacific Islander students.

Summary of Findings

Compared to White students, Latino students (17.62% of the cohort) are: 31.49% less likely to be transfer prepared 44.67% less likely to actually transfer

Compared to White students, African American students (3.47% of the cohort) are: 14.81% less likely to be transfer prepared 17.26% less likely to actually transfer

Compared to White students, Pacific Islander students (.91% of the cohort) are:

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4.74% more likely to be transfer prepared 16.16% less likely to actually transfer

Compared to White students, American Indian students (.88% of the cohort) are: 20.66% less likely to be transfer prepared 23.58% less likely to actually transfer

Compared to male students, female students (51.7% of the cohort) are: 6.6% more likely to be transfer prepared 2.5% more likely to transfer

Compared to economically advantaged students, economically disadvantaged students (46% of the cohort) are:

8.53% more likely to be transfer prepared 32.26% less likely to actually transfer, even though transfer prepared

Compared to students without disabilities, students with disabilities (8.98% of the cohort), are: 18.25% less likely to be transfer prepared 48.5% less likely to actually transfer

Compared to students under 20 (89.06% of the cohort), students in age groups 20-24, 25-29, 30- 39, and 40+, are:

26.26%, 38.92%, 41.19%, and 50.70% less likely to be transfer prepared, respectively 56.59%, 69.58%, 80.47%, and 66.16% less likely to transfer, respectively

Campus Data

Transfer <80% Referent group

Gender N Completion rate

DI

Transfer Prepared

Female 572 40.34 106.6%Male 498 37.84 100%Unknown 3 42.86 113.3% Actual Transfers

Female 505 35.61 102.5%Male 457 34.73 100%Unknown 2 28.57 82.3%

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EthnicityTransfer Prep African American

34 35.79 85.19%

Asian 59 43.7 104.02%Filipino 6* 23.08 54.94%Latino 139 28.78 68.51%Native American

8* 33.33 79.34%

Pac Islander 11 44 104.74%Unknown 83 39.9 94.98%White 733 42.01 100% Actual Transfers

African American

30 31.58 82.74%

Asian 68 50.37 131.96%Filipino 8* 30.77 80.61%Latino 102 21.12 55.33%Native American

7* 29.17 76.42%

Pac Islander 8* 32 83.84%Unknown 75 36.06 94.47%White 666 38.17 100%

AgeTransfer Prep ≤19 999 40.93 100%20 to 24 26 30.59 74.74%25 to 29 13 25 61.08%30 to 39 13 24.07 58.81%40+ 22 20.18 49.30% Actual Transfers

≤19 926 37.94 100%20 to 24 14 16.47 43.41%25 to 29 6 11.54 30.42%30 to 39 4* 7.41 19.53%40+ 14 12.84 33.84%

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Students with DisabilitiesTrans PrepYes 80 32.52 81.75%No 992 39.78 100%


Disadvantaged StudentsTrans PrepYes 523 40.86 108.53%No 550 37.65 100%



The Score Card completion rate = percentage of transfer-seeking students starting first time in 2007-08 tracked for six years through 2012-13 who completed transfer-related outcomes.

* Indicates small sample size.

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Goals and Activities

GOALS AND ACTIVITIESA. 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 A.Sustain and increase overall SRJC participation rate of all ethnic groups and male students throughout Sonoma County.

Strategies and Activities Expected Outcome Responsibility Resources Required Time FrameCoordinate outreach efforts between Academic Affairs and Student Services.

Clear lines of reporting and comprehensive outreach plan for integrated outreach efforts and increased effectiveness.

Admissions and Records; School Relations; VP Student Services; VP Academic Affairs; VP, Petaluma

Time and effort among responsible departments

Fall 2014 and ongoing

Establish English Language Learner (ELL) Outreach/ Coordinator position with support staff to work with current Schools Relation Coordinator to strengthen ties with Sonoma County’s ELL community, particularly middle and high schools.

Dedicated person to coordinate success pathway to SRJC for ELL community in Sonoma County.

VP Student ServicesVP Petaluma

Funds to support the coordinator/outreach position and support staff.

Spring 2015

Strengthen outreach and noncredit to credit pathway through Southwest Santa Rosa Center.

Increased number of Southwest Santa Rosa students matriculating into credit, transfer and CTE pathways.

VP Student Services; VP Academic Affairs; Counseling Department; Manager, Southwest Santa Rosa Center

Funds to support regular staffing, Counseling and outreach efforts at Southwest Center and other off-campus sites.

Ongoing


Build upon and enhance successful outreach programs such as Day Under the Oaks and other community events to strengthen relationship with the community and boost overall participation rates at SRJC.

Ongoing commitment to engage in and with Sonoma County to be the Community’s college.

Student Affairs; VP Student Services; Admissions and Records

Funds to support programs that have the added benefit of serving as outreach to the community.

Ongoing

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GOALS AND ACTIVITIES

B. STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION

“Ratio of the number of credit courses that students by population group actually complete by the end of the term compared to the number of courses in which students in that group are enrolled on the census day of the term”

GOAL B.

Increase course completion rates of all underrepresented students, particularly Latino, African American, and Pacific Islander students.

Strategies and Activities Expected Outcome Responsibility Resources Required Time FrameBuild upon the data gathered from District Student Drop Survey to identify barriers to course completion; generate feasible solutions.

Reduced barriers to student persistence and course completion.

Dean of Student Success, Equity, and Retention; Student Services Departments; Instructional Deans

Funds to support possible focus group studies and data analysis; funds to support feasible solutions.

Spring 2015

Expand assessment placement preparation workshops (JAM sessions) in English and Math to ensure accurate course placement; develop and offer JAM sessions to prep students for ESL placement tests.

Test prep sessions for all placement exams at SRJC; more accurate placement into SRJC courses.

Dean of Student Success, Equity, and Retention; STEM Dean; Dean, Language Arts and Academic Foundation

Funds to support JAM sessions and research.

Ongoing

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Strengthen tutorial services for underachieved student populations; revise and promote Tutoring resources website; increase communication between tutorial services and academic departments; and utilize best practices in tutoring culturally and linguistically diverse community college students.

Increased awareness and use of campus tutorial services, and increased effectiveness of tutorial services by working directly with content instructors and by utilizing multicultural best tutoring practices.

Dean of Student Success, Equity, and Retention; all Instructional Deans

Funds to support tutor training in learning techniques in serving diverse student populations.

Ongoing

Develop robust supplemental instruction program, particularly in Math and science; support MESA program to reach more underachieved student populations; support Readers/Graders for key basic skills courses in Math, English, ESL, and College Skills.

Increased student success in Math and science courses, with initial focus on first level of degree-applicable courses.

Dean of Student Success, Equity, and Retention; Dean, Liberal Arts and Science; STEM Dean with department chairs and MESA Coordinator; other instructional deans

Funds to support development of Supplemental Instruction program, including SI leader training, to launch and sustain the program; funds to support MESA program; funds to support readers/graders.


Establish an Equity Director position, and a Faculty Coordinator (Professional Learning and Learning Communities) position with support staff to lead concerted efforts in

Increased success of underachieved students through various initiatives; Integrated culturally responsive and effective pedagogical practices in student learning (including

Dean of Student Success, Equity, and Retention; VP Student Services; In coordination with Academic Affairs and Petaluma Campus

Funds to support the new positions and office space.

Fall 2014/Spring 2015

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implementing SRJC’s Student Equity Plan.

Basic Skills); effective student support.

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C. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION

“Ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or basic skills course to the number of those students who complete such a final course”

GOAL C.

Increase the number of underrepresented Basic Skills students who complete degree-applicable level English and Math courses, particularly Latino, African American, Pacific Islander, American Indian, Economically Disadvantaged, and Students with disabilities.

Strategies and Activities Expected Outcome Responsibility Resources Required Time FrameWork with Basic Skills Initiative to organize professional learning to embed Reading Apprenticeship, Habits of Mind and Growth Mindset into courses and across district to address the identified success gaps. Provide training and support to adjunct faculty in teaching basic skills students.

Expanded professional learning opportunities for faculty; curricular redesign of Basic Skills courses through the integration of RA, Habits of Mind and Growth Mindset.

Dean, Language Arts and Academic Foundation

Funds to support workshops and funds to incentivize adjunct faculty attendance and participation.

Ongoing

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In conjunction with counseling /advising, and follow-up services outlined in SSSP Plan, emphasize the support to underachieved student populations in Basic Skills and ESL students.

Timely support services to students when needed for persistence.

All Instructional Deans and faculty; Counseling and Special Programs; Dean, Student Success, Equity, and Retention; Other Categorical Programs

Increased number of counselors and support staff.

Ongoing

Work with Hispanic Serving Institute (HIS) program to coordinate efforts in supporting Latino, first-generation, and economically disadvantaged students.


Dean, Student Success, Equity, and Retention; Director/Coordinator, Student Equity; VP Student Services; HSI Director/Coordinator

Funds to expand existing and to develop new support programs; funds to support Multicultural Success Centers.


Increase number of Basic Skills Learning Communities to engage students in multicultural setting. In particular, (1) effectively utilize summer readiness, Boot Camps, Summer Bridge, Math Camps and other intensive programs to help students make a successful start to college; (2) Link ESL and other Basic Skills courses to Career and Technical Education Courses.

Expanded learning communities for students, including African Americans, Latino, Pacific Islanders, and for other underachieved student populations.

Dean of Language Arts and Academic Foundation; Dean, Career and Technical Education; Director/Coordinator, Student Equity

Funds to support learning communities and alternative curriculum exploration; possible partnership with HSI Grant.

Ongoing

Strengthen tutorial Increased awareness and Dean, Student Success, Funds to increase tutorial Ongoing

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services for underachieved student populations; revise and promote Tutoring resources website; increase communication between tutorial services and academic departments; and utilize best practices in tutoring culturally and linguistically diverse SRJC students.

use of campus tutorial services, and increased effectiveness of tutorial services by working directly with content instructors and by utilizing multicultural best tutoring practices.

Equity, and Retention; all Instructional Deans

services and to support tutor training in learning techniques of serving diverse student population.

Develop robust supplemental instruction program for Basic Skills and ESL courses.

Increased support to students in Basic Skills and ESL courses to improve success/completion.

Dean, Student Success, Equity, and Retention; Dean, Language Arts and Academic Foundation

Funds to support development of Supplemental Instruction program, including SI leader training, to launch and sustain the program.


Build upon successful models such as the Puente Program to embed multicultural curriculum in English, ESL and Math pathways.

Best practices in Multicultural Education infused in English, ESL and Math pathways.

Dean, Language Arts and Academic Foundation; STEM Dean; Director/Coordinator, Student Equity

Funds to invite Multicultural experts in English, ESL and Math to lead professional learning events and funds to incentivize faculty attendance.

Ongoing

Explore increased acceleration efforts in the English curriculum.

Streamlined and possibly more accelerated English courses.

Dean, Language Arts and Academic Foundation; discipline faculty

Funds to invite acceleration experts to lead curriculum redesign events, and funds to incentivize faculty to attend.

2014-2016

Explore with discipline Increased course Vice President of Academic Funds to support Fall 2016

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faculty, Academic Senate and appropriate shared governance bodies the possibility of a Statistics pathway (and appropriate Statistics Prep classes) as an option for college level Math required for Associate Degree; explore other effective curriculum options / strategies.

completion in Math graduation requirement for underachieved student groups.

Affairs; Liberal Arts and Sciences Dean; STEM Dean; discipline faculty

professional learning; faculty/staff time; collaboration.

Research in depth on completion rates for underachieved student populations in Math, and explore the possibility of accelerated courses in developmental Math, particularly Math 150A/B, and Math 155 to allow students to complete math graduation requirement in a more timely manner; explore other effective curriculum options / strategies.

Increased course completion in Math graduation requirement for underachieved student groups.

Vice President of Academic Affairs; Dean, Liberal Arts and Science; STEM Dean; discipline faculty

Funds to support research and professional learning; time; collaboration

Fall 2015

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Explore and develop an accelerated credit ESL pathway or other effective curriculum options / strategies.

Shortened ESL pathway completion time from the existing seven semesters.

Dean, Language Arts and Academic Foundation; discipline faculty

Funds to invite acceleration experts to lead curriculum redesign events, and funds to incentivize faculty to attend.

2015-16

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D. STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE COMPLETION

“Ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal”

GOAL D.

Increase the number of underrepresented students who receive degrees and complete certificates, particularly Latinos, Pacific Islanders, Students with disabilities, and students in the age group of 20 to 24.

Strategies and Activities Expected Outcome Responsibility Resources Required Time FrameCreate multicultural success centers on Petaluma and Santa Rosa campuses to build effective learning communities for minority students, including African Americans, Latinos, and Asian Pacific Americans; and encourage minority students to enroll in First-Year Experience (COUN 10 and other courses).

Integrated student engagement and support in a multicultural environment; stronger learning communities for ethnic minorities.

VP Student Services; VP Petaluma; Counseling and Special Programs; Student Affairs

Space on Petaluma and Santa Rosa campuses to house the centers, and funds to support new/existing multicultural learning communities with faculty and staff.

Fall 2015

In conjunction with SSSP Plan, support students (with a focus on underachieved student populations) in making

Students will set clear goals based on information provided, and they will have clear education plans to reach their goals.

All Instructional Deans; Dean, Student Success, Equity, and Retention; Counseling and Special Programs; other

Increased number of counselors and support staff.

Ongoing

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informed choices regarding their educational goals (pathway, skill building, certificate or major). Faculty in introductory CTE and Transfer programs will introduce students to the field and job market and visit transfer and career centers with students, particularly for Latino students.

categorical programs

Work with HSI program to coordinate efforts in supporting Latino, first-generation, and economically disadvantaged students.

Students will receive timely support services when needed for persistence.

Dean, Student Success, Equity, and Retention; Director/Coordinator, Student Equity; VP Student Services; HSI Director/Coordinator

Funds to expand existing and develop new support programs.


Scale up and build upon Puente Program, which has the mission of increasing the amount of underserved students who earn degrees and transfer, by offering more Puente learning communities and by developing Umoja and APASS (Asian Pacific American Student Success) learning communities that provide integrated

Expanded Puente Program; establishment of Umoja and APASS learning communities.

VP Student Services;VP Academic Affairs;VP Petaluma

Funds to support faculty professional learning, program development, and faculty release time to co-coordinate the learning community programs.

Fall 2016

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Academic studies, Counseling, tutoring, transfer advising, and campus engagement activities that are culturally responsive and reflect best practices in multicultural teaching and learning. Strengthen tutorial services for underachieved student populations; revise and promote Tutoring resources website; increase communication between tutorial services and academic departments; and utilize best practices in tutoring culturally and linguistically diverse SRJC students.

Increased awareness and use of campus tutorial services, and increased effectiveness of tutorial services by working directly with content instructors and by utilizing multicultural best tutoring practices.

Dean, Student Success, Equity, and Retention; all Instructional Deans

Funds to increase tutorial services and to support tutor training in learning techniques of serving diverse student population.

Ongoing

Develop robust supplemental instruction programs in science and mathematics.

Strengthened support to students in bottleneck courses.

Dean, Student Success, Equity, and Retention; Dean, Liberal Arts and Science ; STEM Dean; discipline faculty

Funds to support development of Supplemental Instruction program, including SI leader training, to launch and sustain the program.


Build a culture of completion and transfer at SRJC and continue efforts to inspire students to complete their degrees

Visible evidence of multicultural student success across the district

Dean, Student Success, Equity, and Retention; Public Relations; Student Affairs

Funds to support related events, communication and publication.

Ongoing

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through the development of a poster campaign (and other campaigns) across district that shares the success of all SRJC students, particularly those from underrepresented groups and first-generation college students. Work in alignment with SSSP (1) to ensure all students have informed educational goal and course of study; (2) follow-up with students who have not identified educational goal and students on probation; (3) develop comprehensive education plans with students who reach 15 units.

All students will have goals, courses of study, and education plan, particularly first time students

VP Student Services; Counseling and Special Programs

Funds to support core SSSP services.

Ongoing; mandatory SSSP requirements for first time students in Spring 2015.

Conduct research on success indicators for Foster Youth, Veterans, DSPS and first-generation students; Provide integrated support services to these special population students.

Increased success of these special student populations.

VP Student Services with related program managers; VP Academic Affairs with the Coordinator, Foster Youth Program

Funds to support and expand services to these special student populations; funds for research.

Ongoing

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E. STUDENT SUCCESS INDICATOR FOR TRANSFER

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

GOAL E.

Narrow the gap between underrepresented students and White students who are transfer prepared and transfer. Narrow the gap between students with disabilities and without disabilities for obtaining degrees and transfer Narrow the gap between economically disadvantaged and economically advantaged students for transfer.

Strategies and Activities Expected Outcome Responsibility Resources Required Time FrameCreate multicultural success centers on Petaluma and Santa Rosa campuses to build effective learning communities for minority students, including African Americans, Latinos, and Pacific Islanders; and encourage minority students to enroll in First-Year Experience (COUN 10 and other courses).

Integrated student engagement and support in a multicultural environment; stronger learning communities for ethnic minorities.

VP Student Services; VP Petaluma; Counseling and Special Programs; Student Affairs; Director/Coordinator, Student Equity

Space on Petaluma and Santa Rosa campuses to house the centers, and funds to support new/existing learning communities with faculty and staff.

Fall 2015

Work with HSI program to coordinate efforts in supporting Latino, first-


VP Student Services; Dean, Student Success, Equity, and Retention;

Funds to expand existing and develop new support programs.


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generation, and economically disadvantaged students.

Director/Coordinator, Student Equity; HSI Director/Coordinator

Develop discipline-specific advising and orientation through Transfer Center to help students understand and complete transfer requirements.

Transfer Center events facilitated by discipline-specific faculty that specifically address transfer requirements

VP Student Services; Transfer Center; Instructional Deans

Funds to support faculty working with the Transfer Center.

Fall 2016

Expand Transfer Center events to include more 4-year university campus visits; expand transfer/career services at Petaluma Campus.

More SRJC students will visit 4-year college campuses and receive transfer/career services at both Santa Rosa and Petaluma Campuses

VP Student Services; VP Petaluma

Funds to support staffing for these services and related travel costs.

Ongoing

Build a culture of completion and transfer at SRJC and continue efforts to inspire students to complete their degrees through the development of a poster campaign (and other campaigns) across district that shares the success of all SRJC students, particularly those from underrepresented groups and first-generation college students.

Visible evidence of multicultural student success across the district

Dean, Liberal Arts and Sciences, Public Relations, Student Affairs

Funds to support related events, communication and publication.

Ongoing

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Budget

SOURCES OF FUNDING

Under the guidelines of District Strategic Planning, Santa Rosa Junior College utilizes a Program Review and Planning Process (PRPP) to evaluate program effectiveness and to allocate resources (funds, staffing, and facilities). These planning components inherently fulfill, advance, and advocate for Student Equity as part of the institutional responsibility.

With the state allocation of Student Equity funding in 2014-15, SRJC hopes to further advance Student Equity by achieving the goals stated in the previous sections and outlined in the Executive Summary. The funds will support activities related to these goals.

SRJC will utilize funds from various sources to support the equity goals. The sources of funding have been and/or will be used for Student Equity include:

District General Fund Student Equity Fund Basic Skills Initiative Fund Board of Governors Financial Assistance Program Fund Student Success and Support Program Fund Disabled Student Program and Services Fund Extended Opportunity Programs and Services Fund CalWORKS Fund Associated Students Fund Student Health Fee Fund Grant Funds: Gateway to College, College to Career, Workability III, Hispanic Serving

Institution SRJC Foundation Funds

Evaluation Schedule and Process

EVALUATION SCHEDULE AND PROCESS

Santa Rosa Junior College has established a Student Success and Equity Committee (SSEC), representing all constituent groups. SSEC provides a platform for collaboration and communication across the district to advance Student Equity goals. It also will lead the efforts in the evaluation process.

The Committee will work collaboratively with the Office of Institutional Research to regularly review data pertaining to Student Equity, and prepare an evaluative summary to disseminate the report to all constituencies annually. The summary report will include a) institutional progress on all Student Equity indictors defined by the Chancellor’s Office, and b) progress toward the goals enumerated in this Plan.

Due to limited data available for special populations at this point, this Plan does not contain detailed analysis of Foster Youth, Veteran, and low income/First Generation students. However, a work group will be established in the 2014-15 academic year by the Student Success and Equity Committee to work with SRJC’s Office of Institutional Research to conduct more in depth research of these special populations, and the District will incorporate the research results into analysis, goals, and activities in future plans. The work group will work on the following matters:

1. Collect Data (ongoing efforts):a. Currently, there is a lack of accurate data in SRJC Student Information System to

identify Foster Youth, Veterans, and Low Income/First-Generation students at SRJC.

b. Foster Youth and Veterans status, and parental education levels (used to calculate first generation college student status) have all been collected by the Chancellor’s Office MIS data system since Summer 2012. The data is collected via Open CCCApply; all new students respond to questions on the application that inform these data elements. However, the data was not systematically collected for continuing students. As more new students apply and enroll, and returning students complete and leave, these data elements will be populated for the vast majority of our students.

c. Currently, Parental Education data is populated for approximately 75% of SRJC students. As this was one of the new data elements collected beginning Summer 2012, we can expect we have percentages of data for the other “special populations” data elements under consideration (Foster Youth and Veterans status).

2. Define Data Elements:


a. Foster Youth – this data element (SG03 Student-Foster-Youth-Status) is defined as yes/no/unknown.

b. Veterans Status – these data elements (SG01 Student-Military-Status) and SG02 Student-Military-Dependent-Status) will need further definition to know what would be counted as “veterans status.”

c. Low Income – Possible indicators include Pell grant recipients, all financial aid recipients, or students with the BOG waiver.

d. First-Generation – this data element (SG09 Student-Parent/Guardian-Education-Level) requires definition to determine whether “some college” counts as college education for each parent.

3. Assess outcomes for newly identified special student populations (will be included in the 2015-16 Student Equity Plan update):

a. Access – population participation rates will be calculated for all groups for which population data exists that matches the definitions determined in #2, above.

b. Course Completionc. ESL and Basic Skills Completiond. Degree and Certificate Completione. Transfer

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http://extranet.cccco.edu/Portals/1/TRIS/MIS/Left_Nav/DED/Data_Elements/SG/SG01.pdf

Attachments


ATTACHMENTS

None.

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