student equity plan 2014-17 - gcccd gc.pdf• transition to success program for eops students -2.7...

Grossmont College

Student Equity Plan 2014-17

(Updated December 2015)

December 8, 2015, Item 209

ATTACHMENT A1

GROSSMONT COLLEGE STUDENT EQUITY PLAN

Table of Contents Student Equity Plan Signature Page

Executive Summary

Planning Committee and Collaboration

Access

Course Completion ESL and Basic Skills Completion

Degree and Certificate Completion

Transfer

Other College- or District-wide Initiatives Affecting Several Indicators

Summary Budget

Summary Evaluation Plan

Attachments


ATTACHMENT A2

Student Equity Plan Signature Page

District: Grossmont-Cuyamaca CCD Board of Trustees Approval Date: Dec. 8, 2015

I certify that this plan was reviewed and approved by the district board of trustees on the date shown above. I also certify that student equity categorical funding allocated to my college or district will be expended in accordance the student equity expenditure guidelines published by the California Community College Chancellor's Office (CCCCO).

[Signature] [email protected]

[Dr. Nabil Abu-Ghazaleh - President]

I certify that student equity categorical funding allocated to my college will be expended in accordance the student equity expenditure guidelines published by the CCCCO.


[Tim Flood – VP Administrative Services]

[Signature] [email protected] [District Chief Business Officer1]

I certify that Student Services representatives were involved in the development of the plan and support the research goals, activities, budget and evaluation it contains.


[Dr. Marsha Gable – VP Student Services]

I certify that Academic Affairs representatives were involved in the development of the plan and support the research goals, activities, budget and evaluation it contains.


[Dr. Katrina VanderWoude – VP Academic Affairs]

I certify that Academic Senate representatives were involved in the development of the plan and the Senate supports the research goals, activities, budget and evaluation it contains.

[Signature]

[Dr. Tate Hurvitz – Academic Senate President] [email protected]

I certify that Classified Senate representatives were involved in the development of the plan and the Senate supports the research goals, activities, budget and evaluation it contains.

1 If the college is part of a multi-college district that has chosen to reserve and expend a portion of its allocation for district- wide activities that are described in the college plan narrative and budget, the District Chief Business Officer must also sign the plan. If not, only the College Chief Business Officer need sign.


ATTACHMENT A3

mailto:[email protected]






[Signature] [Classified Senate President Name] Email

I certify that Associated Student Body representatives were involved in the development of the plan and supports the research goals, activities, budget and evaluation it contains.

[Signature] [Associated Student Body President Name] Email

[Signature] [Dr. Lida Rafia – Student Equity Coordinator] [email protected] 619-644-7770


ATTACHMENT A4


Executive Summary Grossmont College, founded in 1960, is located east of San Diego in the City of El Cajon, California. Grossmont College serves a vibrant, diverse region with almost 473,000 residents, of whom 58.3% are Caucasian, 26.9% are Hispanics, 5.2% are African-American, 4.8% are Asian, and 4% are multi- racial/other.

College Mission Grossmont College is committed to providing an exceptional learning environment that enables diverse individuals to pursue their hopes, dreams, and full potential, and to developing enlightened leaders and thoughtful citizens for local and global communities. As part of its mission, Grossmont College pursues core values related to learning and student success; creativity and innovation; pursuit of excellence and continuous improvement, integrity, civility; balance and the power of diversity and inclusion.

Grossmont College Demographics Grossmont College currently enrolls 18,000 students and over the past five years (2010-2015) has dropped approximately 11%. This is generally reflective of the trend seen throughout the state as the economy has improved. Females make up approximately 55% of the student population (a number that has remained steady over the past five years). During the Fall 2015, 41% of the student population is White, while Hispanic/Latino students make up 33% of the student body (a percentage that has increased by 9 points over the past five years). Thirty nine percent of the students are 20-24 years in age. The faculty and staff at Grossmont make up 955 total employees, including 196 full-time faculty, 537 part-time faculty, 19 administrators, and 203 full-time and part-time classified staff members. Despite a strong recruitment program, the teaching faculty members are not as diverse as the students: 68% are Caucasian, 17% are Hispanic, 6% are African-American, 9% are Asian or Pacific Islander, and 1% are Native American. The current faculty diversity reflects the long tenure of many faculty members who are hired in the 1980s.

The Student Equity Plan assesses outcomes in what the California Community Colleges Board of Governors policy on student equity has defined as five key success indicators: assess, course completion, ESL and basic skills completion, degree and certificate completion, and transfer. The indicators are defined as follows:

Access: The percentage of each population group that is enrolled compared to that group’s representation in the adult population within the community served. This percentage is frequently calculated as a participation rate. Course Completion: The ratio of the number of credit courses that students, by population group, successfully complete (A,B,C,or P) compared to the number of courses in which students in that group are enrolled on the census day of the fall term. ESL and Basic Skills Completion: The ratio of the number of students by population who successfully complete the related degree-applicable course within 6 years after having begun the ESL or Basic Skills sequence.


ATTACHMENT A5

Degree and Certificate Completion: The ratio of the number of students who complete at least 6 units and attempt at least one math or English course by population group and subsequently receive a degree or certificate within 6 years of starting to the number of students in that group with a goal of degree or certificate completion. Transfer: The ratio of the number of students by population group who transfer or become transfer- prepared to the number of students in that group with a goal of transfer.

Target Groups There are several primary target groups that rise from the chart above: African American, Pacific Islander and Hispanic/ Latino students demonstrate disproportionate impact in all of the indicators with the exception of access, where Hispanic/Latino students is the only ethnic population that is disproportionately impacted.

Summary Table

The following table summarizes the areas of disproportionate impact identified in our analyses as well as the 6-year target goals for mitigation of that impact. The goals were developed as a result of dialogue within the college's Institutional Excellence Council (IEC), a group that tracks and discusses overall institutional student success and effectiveness indicators, and included input from the English, ESL, and Math departments as well as the Student Equity Plan writing team.

Given the importance of these goals to the strategic planning process of the college, the IEC suggested a six-year period of time to achieve the selected target goals. In general, the criteria used to select the target goals were to close the gap for those groups that were 10 percentage points or less below the average and to reduce those gaps that are greater than 10 percentage points by 10 points. Exceptions to these criteria were made where departmental or college-level strategies would have an additional or lesser impact.

The table below also summarizes specific programs and services that will be implemented to improve outcomes for the target groups. While these interventions are detailed in the plan, some of the highlights include: expanding the Umoja Program, instituting Puente, developing a comprehensive outreach and retention program as well as developing a student engagement center. Ongoing faculty and staff development are vital to the successful implementation of these programs. The plan outlines a comprehensive list of increased training regarding equity, diversity and inclusion as part of Faculty Experiential Learning Academy, New Faculty Orientations and year-long partnership with Minority Male Community College Collaborative (M2C3).

Contact Person

Lida Rafia, Associate Dean of Student Success and Equity [email protected] 619-644-7770


ATTACHMENT A6


6

Success Indicator Disproportionately- Percentage Point Gap

Impacted Group from Average (2014-15)

Target Goal (by 2021)

# of Successes Needed to Reach

Target Goal *

Proposed Activities

• Review and Audit the college website • Develop a comprehensive Adult Re-

Entry Program • Focused Outreach in Nursing • Student Services for Undocumented

Students • Summer Bridge Program • Develop Comprehensive Outreach

Program • Latino/a Parent night outreach event

Access

Course Completion

Hispanic -5.5 Close gap --

Asian -2.7 Close gap --

Males -6.1 Close gap --

30-39 Years -5.9 Close gap --

40-64 Years -26.6 Reduce gap by 5 points --

African American/Black -13.7 Reduce gap by 10 points 403 • Direct Student Support for African American students in Allied Health & Nursing Programs

• Financial Aid Special Programs Coordination

• Tutoring Support Services

Foster Youth -18.3 Reduce gap by 10 points 31

Basic Skills English Completion

African American/Black -12.7 Reduce gap by 10 points 28 • Develop Comprehensive Retention Program

• Expanding Umoja (ECS) Services • Development of thematic, linked ESL

courses • Textbooks and Supplies for High School

Concurrent/Dual Enrollment • Embedded Tutoring for Targeted

Courses

American Indian -2.5 Close gap 1 Hispanic/Latino -4.5 Close gap 27 Pacific Islander -7.4 Close gap 4 20-24 Years -5.8 Close gap 33 25-39 Years -10.6 Close gap 36 40+ Years -20.9 Reduce gap by 10 points 12 Foster Youth (KPI Data) -13.3 Reduce gap by 10 points 1

Basic Skills ESL

Completion

Filipino -41.3 Reduce gap by 10 points 1 Hispanic/Latino -8.1 Reduce gap by 4 points 3 Pacific Islander -9.2 Close gap 1 40+ Years -10.7 Reduce gap by 2 Points 1

Basic Skills Math Completion

African American/Black -11.6 Reduce gap by 10 points 19 American Indian -1.1 Close gap 1 Hispanic/Latino -3.7 Close gap 12 Pacific Islander -0.9 Close gap 1 Foster Youth (KPI Data) -27.1 Reduce gap by 10 points 1


African American/Black -2.5 Close gap 5 • Student Engagement Center • Expand Community Service Learning American Indian -0.2 Close gap 1


ATTACHMENT A7

7

Transfer

Other College/District-wide Initiatives Affecting Several Indicators

Filipino -0.4 Close gap 1 Program • Implement CTE/WD Career

Development and Retention Services • Transition to Success Program for EOPS

students

Hispanic/Latino -2.7 Close gap 13 Pacific Islander -2.1 Close gap 1 Male -2.1 Close gap 24 20-24 Years -2.4 Close gap 6 25-39 Years -0.5 Close gap 1 African American/Black -6.3 Close gap 13 • Implement PUENTE

• Institute MESA American Indian -11.7 Reduce gap by 10 points 3 Hispanic/Latino -5.6 Close gap 27 Pacific Islander -6.8 Close gap 3 20-24 Years -6.2 Close gap 15 25-39 Years -15.1 Reduce gap by 10 points 16 40+ Years -23.0 Reduce gap by 10 points 8 Disability Status -13.6 Reduce gap by 10 points 14 • Collect and further disaggregate data to determine more specific student needs • Partner with the San Diego Center for Ethics in Science and Technology • Expand service hours of the child development center • Comprehensive Professional Development Opportunities • Expansion of Library Hours & Reserve textbooks • Ensuring best practices for hiring and retaining diverse faculty and staff • Safe Zone Training and support for SOGI Club (Sexual Orientation/ Gender Identity)

*The number of successes refers to the number of times the metric will have to be attained or completed to reach to goal. For example, in order to reduce the course completion gap for African American/Black students, there will need to be 403 successful (grade=A, B,C,or P) course completions by that group . One student could count for more than one completion.


ATTACHMENT A8

8

Planning Committee and Collaboration A. PLAN DEVELOPMENT PROCESS (including review by college constituent groups)

Since the 2014 Student Equity Plan submission, Grossmont College has had a number of significant shifts including changes in leadership, a newly awarded Title V grant and the Cooperating Agencies for Foster Youth Educational Support Program (CAFYES) grant and a district commitment as an Achieving the Dream College. The student equity plan development process has been utilized as a tool to engage in meaningful dialogue around equity, student engagement and to improve success rates for our disproportionately impacted student groups. The Grossmont College student equity plan writing team was formed during fall of 2015. The membership of the writing team was intentionally solicited to make sure every constituent group across the campus was represented.

During the first few meetings, the goal for the student equity writing team was to have shared meaning and understanding on the term equity, and to examine the purposes of developing the student equity plan. A primary goal for the development of the plan was to make sure that the process was both transparent and inclusive. The student equity plan was shared via Google docs to additional faculty, staff and administrators to gather their input throughout the writing process. Additionally, once the student equity plan was written the document was linked to the college webpage for all faculty, staff and students to view and comment.

B. INTEGRATION WITH OTHER PLANS, INITIATIVES AND PROCESSES (including program review)

To be inserted


ATTACHMENT A9

9

Student Equity Plan Writing Team Membership List

Member Name Title Organization(s), Program(s) or Role(s) Represented

Aaron Starck Dean, Admissions & Records

A & R, Umoja, SSSP

Barbara Gallego Interim Financial Aid Supervisor

Financial Aid, Guardian Scholars, Undocumented Students

Beth Kelley Faculty, Exercise Science Exercise Science, Basic Skills Initiative Javier Ayala Dean, Career & Workforce

Development CTE/WD

Jessica Woods Adjunct Faculty Chemistry, Sciences, Part-Time Senate Joan Ahrens Faculty, English Learning Communities, English &

Social/Behavioral Sciences, Latino Alliance Jorge DeSaracho Counseling Faculty Counseling Department, SSSP Nadra Farina-Hess Faculty, Librarian Library Services/ Tutoring Nemie Capacia Faculty, Math Mathematics Pearl Lopez Faculty, EOPS EOPS Counseling, DSP&S, Latino Alliance, Shakerra Carter Interim Counseling

Supervisor General Counseling, Umoja, Assessment

Stacie Hankinson Adjunct Faculty English, Part-Time Senate Tate Hurvitz Academic Senate President Faculty Victoria Kerba Miller Associate Dean Student

Affairs Student Services, Associated Students of Grossmont (ASGC)

Baredo Morka Student Leader ASGC ASGC student voice Lida Rafia Associate Dean, Student

Success and Equity Student Success Initiatives


ATTACHMENT A10

10

Access CAMPUS-BASED RESEARCH: ACCESS

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

Access refers to the proportion of a given subpopulation enrolled in the college relative to that subpopulation’s size in the district’s service area. The college service area is defined by the zip codes in which 90% of the enrolled students reside in each given academic year (summer, fall, spring). The service area population estimates were extracted from SANDAG on 3/19/2015.

Complete data tables and a description of methodologies used to determine disproportionate impact can be found in Appendix A of this plan document.

Data Observations Through a comparative analysis of student demographics with service area data beginning in Fall 2009 and ending in Spring 2014, the following observations were made:

• Both the Grossmont student headcount and the service area have seen an increase in the Hispanic/Latino population. However, during 2013-14 (the latest year for which service area data were available), the percentage of students enrolled (31%) remains below the percentage in the service area population (37%). In addition, the percentage of Asian students enrolled (10%) is slightly less than that of the service area population (13%). Percentages of student enrollments for all other ethnicities are greater than those in the service area.

• While the percentage of male students has risen slightly over the past five years, the 44% enrolled in the 2013-14 academic year does not reflect that of the service area (50%).

• Not surprisingly, the percent enrollment of age groups from 18-24 years and 25-29 years exceeds the percent of those same populations within the college’s service area. There are opportunities for the college to reach out to the 30-39 year-old and 40-64 year-old populations, all of which (although not the typical college-going age) have enrollment percentages below that of the service area.

Conclusions: Disproportionately Impacted Student Groups In summary, the student groups that are experiencing gaps in access (as defined in the header for this section) are:

Group % of college's total

enrollment (2013-14) % of service area

population (2013-14) Gap (in percentage point difference)*

Hispanic 31.2 36.7 -5.5 Asian 9.9 12.6 -2.7 Males 43.7 49.8 -6.1 30-39 year olds 10.8 16.7 -5.9 40-64 year olds 8.9 35.5 -26.6


ATTACHMENT A11

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GOALS, ACTIVITIES, FUNDING AND EVALUATION: ACCESS

GOAL A.

The goal is to improve access for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap*, year Goal Goal Year Hispanic -5.5, 2015 Close gap 2021 Asian -2.7, 2015 Close gap 2021 Males -6.1, 2015 Close gap 2021 30-39 year olds -5.9, 2015 Close gap 2021 *Expressed as difference in percentage points

ACTIVITIES: A. ACCESS A.1. Review and Audit the college website ● Activity Type(s)

x Outreach Student Equity Coordination/Planning Instructional Support Activities

Student Services or other Categorical Program

Curriculum/Course Development or Adaptation

Direct Student Support

Research and Evaluation Professional Development

● Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted A.1 Hispanic Unknown

Asian Unknown Males Unknown 30-39 year olds Unknown


ATTACHMENT A12

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● Activity Implementation Plan

We plan to review and audit the student services section of the college website to provide seamless navigation for potential and new students. We will do this through a taskforce that will work in conjunction with the district website standards committee.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** A.1 Spring 2016- formation of taskforce

with a plan of implementation for Fall 2016

None at this time.

• Link to Goal

Our hope is that more students will successfully navigate the matriculation process as new students and find the information they need, have access and enroll in college.

• Evaluation Creation of an implementation plan and on-going meetings.

A.2 Develop a comprehensive Adult Re-Entry Program

• Activity Type(s)

X Outreach Student Equity Co ordination/Planning Instructional Support Activities Student Services o Program

r other Categorical Curriculum/Course Development or X Adaptation



• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted A.2 30-39 year olds Unknown


ATTACHMENT A13

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• Activity Implementation Plan

The goal is to develop a comprehensive Adult Re-Entry Program to meet the needs of our growing 34-49 year old student population, of which many are Middle Eastern/refugee and Latino students. The services provided would be transitional services to provide information on the college entrance process, how to use Web Advisor, information on Financial Aid and appropriate paperwork/processes, benefits of the CalWORKs program for students who are single parents on aide with children under 14, educational/academic and intrusive counseling, workshops targeted for the population such as work-life balance and financial management, and adjacency for career services for connecting school with job opportunities. This program would also support the two grant funded initiatives through AARP (for 50+) and the collaboration with the San Diego Workforce Partnership who provides a career navigator for the college. The Adult Re-Entry Program would also provide materials and documents that are translated in both Spanish and Arabic. Students would also find out about internship opportunities and workplace learning.

ID Timeline(s) Student Equity Funds Other Funds** A.2 Spring 2016 $12,000 counseling + student worker

$3,500 academic supplies for students (survival kits)

$1,500 workshop refreshments & supplies

$8,000 SSSP

• Link to Goal Increase the number of re-entry adult students by providing comprehensive supportive services, counseling, workshops, and other informational sessions, retention strategies and resources.

• Evaluation Quantitative data- number of new Grossmont adult re-entry students, number receiving services, persistence/ retention data. Qualitative data- survey feedback from workshops and informational sessions. Data will be collected every semester.


ATTACHMENT A14

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A.3 Outreach in Nursing • Activity Type(s)

x Outreach Student Equity Coordination/Planning Instructional Support Activities Student Services or other

Categorical Program Curriculum/Course Development or

Adaptation Direct Student Support


• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted A.3 Males in Nursing Unknown

• Activity Implementation Plan Nursing has historically been a predominately female profession that would benefit from more males in the profession. Strategies to attract males in nursing include outreach such as an annual men in nursing conference held on campus. This outreach event would be geared towards high school students seeking a career in healthcare and specifically nursing. This event will be held annually in the fall. Develop a local Men in Nursing chapter chartered and managed by one of the male nursing instructors. Develop a post conference assessment tool to determine the level of interest in nursing once the conference is complete.

High school tours on campus with the Health & Science Pipeline (high school students)- once annually have several high school students on to campus. Engage those student in simulation and hands on activities.

Develop a faculty shadowing for a select number of high school juniors and seniors interested in nursing. These students would be cleared to go to the clinical setting with the instructor and see the role of the Registered Nurse, nursing faculty and the nursing student.

ID A.3

Timeline(s) Student Equity Funds Other Funds**

2016 (annually in fall) $3000 (speaker honorarium and faculty workshops)


ATTACHMENT A15

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• Link to Goal By providing opportunities for male high school students to come to campus and discuss the multiple roles of the Registered Nurse in health care will likely attract younger potential students and hopefully more males in nursing.

• Evaluation

Survey results to determine the difference in interests in nursing after the conference. To be collected every fall. A.4 Student Services for Undocumented Students

• Activity Type(s) x Outreach Student Equity Coordination/Planning Instructional Support Activities X Student Services or other


Adaptation x Direct Student Support

Research and Evaluation x Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted A.4 Hispanic 5937

• Activity Implementation Plan This is a service for undocumented students, the majority of which are of Latino decent. Identify and hire a bilingual (Spanish/English) counselor who will create a safe zone for students attending Grossmont College as a result of the Dream Act/AB 540. Currently, there are no services set up to serve this very high at-risk student population. Students arrive with fear, lack of trust and feeling alienated. Services would include textbook grants, additional lap top computers purchased for student check-out, cafeteria meal vouchers, transportation (bus passes), school supplies and a food pantry. The counselor would provide assistance with matriculation, DACA renewals, educational planning, career and transfer counseling, scholarship research and application support, advisor for the student club, assist with fundraisers, and collaborate with campus and community organizations. Outreach to local area high schools will be critical. The counselor would also provide personal counseling, conduct safe zone trainings and refer to a licensed therapist when necessary.

ID A.4

Planned Start and End Date(s) Student Equity Funds Other Funds**


ATTACHMENT A16

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January 1-June 30 $50,000 $10,000 (computer equipment for students)

• Link to Goal Undocumented Latino students will successfully navigate the matriculation process as new students

• Evaluation

Quantitative data will be collected in regards to student academic performance (Retention, Persistence, Completion) Qualitative date will be collected in the form of surveys with open ended questions and focus groups conducted every year.

A.5 Summer Bridge Program

• Activity Type(s) x Outreach Student Equity Coordination/Planning Instructional Support Activities x Student Services or other


Adaptation X Direct Student Support


• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted A.5 Hispanic Unknown

• Activity Implementation Plan Description – Summer Bridge Program Summer bridge programs have historically been successful with preparing students for their first year in college. The Grossmont College summer bridge program is dedicated towards students who are financially and educationally disadvantaged. Historically, the majority of students entering this program are Latino. The program offers a rigorous 6-week curriculum during the summer consisting of an English reading and college and career success course. The program director incorporates engaging activities every week such as social


ATTACHMENT A17

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gatherings, workshops and field trips. The faculty also incorporate engaging activities within the classroom. The program has been highly successful for over 13 years, but always struggles with adequate funding.

ID Planned Start and End Date(s) Student Equity Funds Other Funds**

January 1 – June 30 $50,000 APPROX: Basic Skills Initiative - $40,000 EOPS - $20,000

• Link to Goal The program director can make a more targeted effort to recruit Latino students. Currently more than 50% of students are Latino. Outreach efforts can target Latino students more actively to help address the disparity between service the area population compared to college enrollment.

• Evaluation

Data has been collected previously, both quantitative and qualitative and show positive outcomes. Data will continue to be collected—both quantitative and qualitative—to measure impact of activity on the goal every year.

A.6 Develop Comprehensive Outreach Program

• Activity Type(s) x Outreach Student Equity Coordination/Planning Instructional Support Activities





• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted A.6 Hispanic Unknown

Asian Unknown Middle Eastern Unknown


ATTACHMENT A18

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Males Unknown 30-39 year olds Unknown


This college-wide activity will be to develop a comprehensive outreach program that reaches a number of target populations including, but not limited to: first-time GUHSD high school graduates, Dream Act students, Foster Youth, our local refugee population, EOPS/CARE/CalWORKS students, under-represented students, and 50+ adults. The purpose of this activity is to be more intentional in identifying and reaching out to students in order to help inform them about the opportunities at Grossmont College and assist them in getting off to a strong start. In addition, it helps the college maintain healthy enrollment trends in ever-changing times.

The efforts will include: * visits to local area high schools, Charter Schools, Community Based Organizations, Faith Based Organizations, detention facilities, continuation schools, foster youth facilities. * Translation of important college materials into other languages. * Hire and manage student ambassadors, hourly counselors

This approach also includes the organization and implementation of a large spring open house event that is designed for prospective students and their families to enroll at Grossmont College. Activities at the open house include application workshops; financial aid workshops offered in English, Spanish and Arabic; specialized presentations for undocumented students, Latino/a students, former foster youth, refugees, etc.; among other activities that support student success. Funding for the inaugural event in spring 2015 paid for volunteer lunches and promotional materials.

Grossmont College currently does not have a position dedicated to outreach efforts. With the equity monies GC will hire a full-time Outreach Coordinator to plan, organize and coordinate outreach program and activities.


ATTACHMENT A19

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ID A.6


October 2015-March 2016

• $1,000 for 140 volunteer lunches for students, faculty and staff who volunteer/work at the daylong event

• $2,500 for buses for students from high schools with a high percentage of historically under-represented populations, such as African- American and Latino/a students.

• $2,500 for 350 attendee lunches for prospective students and their families, such as those representing historically under-represented populations such as African- American and Latino/a students.

• $2,500 for promotional materials in Spanish and Arabic for distribution at service-area high schools, and advertising in local African- American, Spanish and Arabic publications.

• 2,500 for promotional materials in English, and for advertising in local English publications.

• $1,000 for equipment rentals, such as canopies, tables and chairs.

• $500 for event signage, including banners, pedestrian signage and driving signage for guests.

General Funds will cover $4,000

Spring 2016 • (Salary + Benefits Outreach Coordinator)

•


ATTACHMENT A20

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2015-16 • Student hourlies/ambassadors: 1600 hours annually @ $13/hour = $20,800

• Translation services - $10,000 • outreach materials and

supplies $8,000

•

• Link to Goal This program will help support outreach efforts aimed at alleviating disproportionate impact among underrepresented groups at Grossmont College. This daylong event provides enrollment, financial aid, and program/department information to prospective students of all ages, from high school to adult re-entry students, and their families.

• Evaluation

Data that will be collected—both quantitative and qualitative—to measure impact of activity on the goal. Evaluations will include:

• Satisfaction surveys distributed and collected at individual workshops and information sessions • Count of event attendees, including information fair, workshops/information sessions, tours and department/program

demonstrations • Follow-up conversations with participating departments/programs including academic and student services departments • Number of college applications submitted that day

A.7 Latino/a Parent night outreach event

• Activity Type(s) x Outreach Student Equity Coordination/Planning Instructional Support Activities





• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted


ATTACHMENT A21

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A.7 Hispanic Unknown


In efforts to outreach to the local Hispanic population, Grossmont College will host a family-oriented event where Hispanic students and their families will be invited to tour campus, and learn about programs and the support services offered by the college. Event organizers hope to provide an immersive experience to Hispanic families about the benefits and opportunities higher education provides, by hosting keynote speakers who come from disadvantaged backgrounds and who will share their personal stories of overcoming hardship and the importance of pursing an education. This event will also target Hispanic high school students from our surrounding community.

Palomar College has hosted a similar event for the last five years. They are also an Hispanic-Serving Institution (HIS) that has been recognized as one of the top three colleges and universities in the U.S. for graduating Hispanic students with associate’s degrees. https://www2.palomar.edu/pages/news/2015/10/05/tarde-de-familia-event-is-planned-for-october-16/

This would be the first time Grossmont College would host an event like this. Therefore, equity funds will be needed to fund the event. No other college monies have been allocated to fund the event.

ID A.7


Spring 2015- Fall 2016 $7,000 catering, promotional materials, speaker honorariums, transportation needs for potential students

• Link to Goal This activity will help educate Hispanic students and their families on the advantages of pursuing a higher education. Through this immersive activity, organizers hope to eliminate some of the fear and anxiety students from disadvantaged backgrounds experience. The intention is also to empower Hispanic students by educating them on the opportunities and access the college offers to change their lives through education.

• Evaluation

• Satisfaction surveys distributed to event attendees


ATTACHMENT A22

https://www2.palomar.edu/pages/news/2015/10/05/tarde-de-familia-event-is-planned-for-october-16/

22

• Follow-up conversations with participating programs/departments and attendees • Count of event attendees • Increased enrollment of Hispanic students stemming from this outreach event


ATTACHMENT A23

Course Completion

CAMPUS-BASED RESEARCH: COURSE COMPLETION

B. The ratio of the number of credit courses that students, by population group, complete compared to the number of courses in which students in that group are enrolled on the census day of the term.

This metric is defined as the ratio of the number of credit courses that students, by population group, complete compared to the number of courses in which students in that group are enrolled on the census day of the term.

Data on overall course completion (success) rates are collected annually and reported as part of the Grossmont College Key Performance Indicator (KPI) report. Course completion rates are based on duplicated enrollments. Successful Course Completion Rate = (Grades A, B, C, and P) / (Grades A, B, C, D, F, P, NP, I, W). The data include the success rates of all credit courses offered in the fall terms at the college.


Data Observations Through a comparative analysis of course completion data beginning in Fall 2009 and ending in Spring 2014, the following observations were made:

• African American/Black students have the lowest average overall course success of all race/ethnicity populations. The 55% success rate for this group has remained remarkably consistent over the most recent five-year reporting period.

• The 51% average success rate for foster youth over the past five years remains significantly below the average success rate of all students of 69%. In addition, the success rates have decreased fairly steadily over the past five years from a high in Fall 2010 of 57%.

Conclusions: Disproportionately Impacted Student Groups In summary, the student groups that are experiencing gaps in course completion (as defined in the header for this section) are:

Target Population Success Rate (%) Average Rate Overall (%)

Gap (in percentage point difference*)

African American/Black 55.2 68.9 -13.7 Foster Youth 50.6 68.9 -18.3

*Calculated by subtracting the average overall % success rate from the % success rate of the target population.

23


ATTACHMENT A24

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ACTIVITIES, FUNDING AND EVALUATION: COURSE COMPLETION

GOAL B. The goal is to improve course completion for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap*, year Goal Goal Year

African American/ Black -12.7, 2015 Reduce gap by 10 points 2021

Foster Youth -18.3, 2015 Reduce gap by 10 points 2021 *Expressed as difference in percentage points

ACTIVITIES: B. COURSE COMPLETION B.1 Direct Student Support for African American students in Allied Health & Nursing Programs


x Outreach Student Equity Coordination/Planning x Instructional Support Activities x Student Services or other Categorical

Program Curriculum/Course Development or



• Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Targeted B.1 African Americans (within the nursing

program) 40


ATTACHMENT A25

25


● Attend the African American Nurses association meetings to attract more student of color into the nursing program. ● Work with the Umoja program to develop strategies of success for students of color.

● Provide early intervention for under-served students by hiring a Retention Specialist work with students on a one-on-one basis

providing: counseling; study skills assessment; and life event assessment in Allied Health Professions.

● Provide textbook vouchers, child care stipends, meal vouchers and transit tickets for under-served students.

● Make appropriate student support service referrals as necessary. These might include the, counseling, financial aid, mental health counselor, health services.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** B.1 Spring 2016 $20,000 (for childcare stipends, meal

vouchers, transit tickets) $$ Retention Specialist ( Salary + Benefits)

none

• Link to Goal These early-alert activities will assist the faculty in provide the services students of color need who are often under-served population and/or at risk populations. Early engagement with students has been proven in multiple students to lead to success. Working with the Umoja students will help faculty bridge the cultural gap for African- American females.

• Evaluation Assess retention and graduation of these groups. Assessment will occur in fall and spring as the program graduates students twice a year.


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B.2 Financial Aid Special Programs Coordination • Activity Type(s)

X Outreach Student Equity Coordination/Planning Instructional Support Activities X Student Services or other Categorical



X Research and Evaluation Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted B.2 Foster Youth 31


Work with Guardian Scholars leaders to develop greater outreach, support, and incentives for foster youth students. This is an ongoing activity from last year’s Student Equity Plan and is bolstered by a new initiative. Grossmont College has been awarded the Cooperating Agencies Foster Youth Educational Support (CAFYES) Program. The CAFYES program is designed to serve students who were in foster care at any time between their 16th and 18th birthdays. In addition, the intent is to reach these students while they are still in high school and to provide support for a seamless transition immediately into post-secondary education. However, this funding only covers ancillary services provided by the EOPS program. We are going to hire the new Financial Aid Special Programs Coordinator position to co-coordinate the Grossmont College Guardian Scholars Program, which will be dedicated to serving former Foster Youth of all ages, including those students outside the eligibility criterion of the CAFYES program (i.e. those students who were in the foster care program between the ages of 13 and 16). Specific services to this population include the following:

● Early outreach ● Financial advising ● Housing referrals ● Emergency grant awards ● Book vouchers ● Meal cards ● Student engagement through Guardian Scholars sponsored activities (i.e. thanksgiving dinners, student workshops, etc.)


ATTACHMENT A27

27

ID Timeline(s) Student Equity Funds Other Funds** B.2 Hired within the 15-16 fiscal year Estimated at $40,000.00 Annual Salary &

Benefits CAFYES - Estimated at $162,858.00

• Link to Goal

As stated in the recent study Charting the Course: Using Data to Support Foster Youth College Success (conducted by RTI International, the John Burton Foundation and the Stuart Foundation), Financial Aid plays a pivotal role in properly equipping students so that they can be successful in their courses. Many foster youth are forced to drop out of college due to the financial burdens they face, specifically housing (many foster youth students are at-risk of homelessness). Until a student’s basic needs can be met, successful course completion will be unattainable. This position will provide focused financial aid support services and referrals for foster youth students in coordination with academic support services provided through the EOPS program.

• Evaluation

All foster youth data currently collected via the Student Equity Plan will continue to be analyzed. Course and program completion, retention and persistence rates for former foster youth will be compared to other student populations and also disaggregated by foster youth participating in the CAFYES program and foster youth students not eligible to participate in the CAFYES program. Student surveys and focus groups will also be conducted to obtain qualitative data to determine the specific barriers these students face to determine if the interventions listed above are working or if they need to be re-evaluated and improved or replaced with other interventions. Quantitative Data will be collected annually from District Institutional Research and Qualitative data will be collected bi-annually through surveys and focus groups.

B.3 Tutoring Support Services


Outreach x Student Equity Coordination/Planning x Instructional Support Activities Student Services or other Categorical





ATTACHMENT A28

28

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted B.3 African American/ Black 403

Foster Youth 31

• Activity Implementation Plan Hire a part-time (.475) Tutoring Center Specialist (CL-28) to assist in organizing and coordinating the day-to-day operations of the Grossmont College Tutoring Center, during afternoon/evening hours, until 9 pm. Provide direction to hourly personnel and student workers as assigned; assist in preparing weekly schedules for tutors and the master schedule for the semester. Assist in recruiting, interviewing, evaluating, hiring, and training of part-time tutors and student assistants; prepare employment forms; monitor hours and schedules to ensure center coverage. Prepare and maintain records, files, and reports specifically for tutorial assistance programs funded by the Equity Plan; monitor the budget for assigned area.

This position is a Level 28. Step A is $3000 per month ($18.75 per hour). Our goal would be to hire this person in the spring semester to work through May and continue in the summer and fall semesters. Base salary would be $17.08/hour at 19 hours per week and approximately 42 weeks = $13,630, plus 23% benefits = $3,135.

ID Timeline(s) Student Equity Funds Other Funds** B.3 Spring 2016

Identify and Hire Tutoring Center Specialist

$16,765

• Link to Goal

The tutoring center provides tutors to each targeted group: African-Americans, Foster Youth, Asians, Hispanic/Latinos, Males, and students who fall in the 30-39 year old age range. The Tutoring Center is currently open 51 hours a week and the number of tutoring sessions has increased 897% since fall 2009. The Tutoring Center has 100 tutors and an additional 30 tutors stationed in other campus labs; this is too much for one person to supervise. Evening supervision of the Tutoring Center is not available at all. Without additional help Tutoring Center hours will have to be reduced which reduces student access to tutoring services, impeding student success and successful completion of courses.


ATTACHMENT A29

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• Evaluation

The tutoring center regularly keeps statistics on number of students served and number of appointments held. The make an appointment a student must provide a student ID and list the class they need tutoring for. In order to assess the success of this program in relation to student equity goals and to develop measurable objectives, the Tutoring Center staff would need to meet with the District’s Institutional Research Department to determine best methods to track the specific student populations and how using Tutoring Services impacts their success as a Grossmont student. This quantitative data should be continually gathered and along with the qualitative data reviewed on an annual basis.


ATTACHMENT A30

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ESL and Basic Skills Completion

ESL AND BASIC SKILLS COMPLETION. C. The 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 ESL or basic skills course.

With the exception of the foster youth data (which are reported as part of the college KPI report), the data reported below are based on the Student Success Scorecard remedial progress rates. The initial cohort of students is comprised of those first-time students whose first attempt in an English, ESL, or math course was below transfer-level (ENGL-120 or MATH 103/110). The cohort year is based on the academic year of the first attempt. Students with successful outcomes are those students who successfully completed the corresponding transfer-level course within six years of their first attempt.


Data Observations Through a comparative analysis of basic skills progress data beginning with the 2004-05 cohort and ending with the 2008-09 cohort, the following observations were made:

• Basic skills progress rates for African American/Black students are greater than ten percentage points below average in both English and math and remain the highest of any race/ethnic group.

• Hispanic/Latino and Pacific Islander groups are disproportionately impacted in all three disciplines (English, ESL, and math).

• Gaps in success rates for progress through English basic skills coursework, compared to the average successful progress rate for all students, increase with increasing age groups. Students who are 40+ years in age are successfully progressing through the English coursework at a rate of 24.5 percent, a full 21 percentage points lower than the average.

• Foster youth progress rates in English fall greater than 10 percentage points below average and are 27 percentage points below average in math.

Conclusions: Disproportionately Impacted Student Groups In summary, the student groups that are experiencing gaps in basic skills completion (as defined in the header for this section) are:

Target Population (ENGLISH) Success Rate (%) Average Rate Overall (%)


African American/Black 32.7 45.4 -12.7 American Indian 42.9 45.4 -2.5 Hispanic/Latino 40.9 45.4 -4.5 Pacific Islander 38.0 45.4 -7.4 20-24 Years 39.6 45.4 -5.8 25-39 Years 34.8 45.4 -10.6


ATTACHMENT A31

31

40+ Years 24.5 45.4 -20.9 Foster Youth (KPI data) 32.8 46.1 -13.3

Target Population (ESL) Success Rate (%) Average Rate Overall (%)


Filipino 17.9 59.2 -41.3 Hispanic/Latino 51.1 59.2 -8.1 Pacific Islander 50.0 59.2 -9.2 40+ Years 48.5 59.2 -10.7

Target Population (MATH) Success Rate (%) Average Rate Overall (%)


African American/Black 23.5 35.1 -11.6 American Indian 34.0 35.1 -1.1 Hispanic/Latino 31.4 35.1 -3.7 Pacific Islander 34.2 35.1 -0.9 Foster Youth (KPI data) 2.9 30.0 -27.1



ATTACHMENT A32

32

GOALS, ACTIVITIES, FUNDING AND EVALUATION: ESL AND BASIC SKILLS COURSE COMPLETION

GOAL C.

The goal is to improve ESL and basic skills completion for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap*, year Goal Goal Year African American/Black -12.7, 2015 Reduce gap by 10 points 2021 American Indian -2.5, 2015 Close gap 2021 Hispanic/Latino -8.1, 2015 Reduce gap by 10 points 2021 Pacific Islander -9.2, 2015 Close gap 2021 20-24 years -5.8, 2015 Close gap 2021 25-39 years -10.6, 2015 Close gap 2021 Filipino -41.3, 2015 Reduce gap by 10 points 2021 Foster Youth (KPI Data) -13.3, 2015 Reduce by 10 points 2021 *Expressed as difference in percentage points

ACTIVITIES: C. ESL AND BASIC SKILLS COURSE COMPLETION C.1 Develop Comprehensive Retention Program


Outreach Student Equity Coordination/Planning x Instructional Support Activities X Student Services or other Categorical





ATTACHMENT A33

33

• Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Targeted C.1 African American/Black 403

American Indian 1 Hispanic/Latino 27 Pacific Islander 4 20-24 years 33 25-39 years 36 40+ years 12 Foster Youth (KPI Data) 1

• Activity Implementation Plan This college-wide activity focuses on the development of a college-wide retention program in order to help students "Keep Moving" along the educational pathway. We know that 74% of our students complete the first three semesters of college and 69% reach the completion of 30 units of coursework, but only 50% complete some type of degree, certificate, or are college-transfer ready. As a result, we need to put more effort into identifying where students are falling off, why, and what we can do to support them in staying in college. A student who is at-risk (perhaps low GPA) is may be identified and assisted by classroom instructor or support person on campus, but in most cases they are left to their own devices to find support services on campus. This initiative will provide a more intrusive approach to assistance by identifying and actively reaching out to students who may be at-risk of failing a class or stopping out, connecting them with the needed resources, and following up.

This activity includes the following *At-risk students will be identified (either at application if new, or at the end of each semester if a current student) * Retention specialist will follow up with students to assess reasons for lack of progress, and connect them with needed resources perform follow-up to progress * Mentors will work with students or student groups throughout the semester to help keep them on track. It is anticipated that these mentors may include local community members and members of the students' families. In addition, peer mentors will be identified to assist students throughout each semester. * The college is currently seeking to identify an early alert system that can be used to more efficiently identify students who are experiencing challenges or are having academic difficulty. In order to implement such a system, we need to make sure that we get the


ATTACHMENT A34

34

support and participation of faculty, staff, and administrators. An "early alert" system directs students to different resources and student services on campus (e.g. instructor, library reference desk, Math Study Center, English Writing Center, General Tutoring Center, Counseling, EOPS. DSPS, Financial Aid).

In order to properly implement a comprehensive retention program we will need to hire a Student Equity Specialist to coordinate with targeted retention specialists (e.g. athletics, Allied Health, Middle Eastern, Hispanic/Latino, African American/Black, and foster youth) and mentors to monitor the academic progress of students and follow-up with instructional faculty. This position will also be responsible for contacting those students who show signs of unsatisfactory progress and refer them to assistance programs. An additional full-time administrative assistant will also be needed to support the office of student success and equity.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** C.1 Spring 2016 $70,000 Student Equity Specialist (Salary

+Benefits) $58,000 Administrative Assistant (Salary +

Benefits)

Spring 2016 *Retention Specialists 2400 hours annually for case management, meetings and workshop @ $40.00/hour = $96,000

* Adjunct counselors: 700 hours annually @$62/hour = $43,400

* Printing & supplies - $1000 TOTAL - $140,400

Spring 2016 Athletics study hall and tutoring support: • Hourly staffing (Study Hall) 2,500.00

Tutoring Services 6,000.00

• Link to Goal

A comprehensive retention program will help faculty and staff identify students at risk of failure in their courses and/or those students identified as needing academic support or counseling services. Because this is done early on in the semester, we can intervene and provide much needed services right away. Implementing this initiative will reduce lack of progress for students so they can reach their goals in a timely manner and with as few obstacles as possible. It also allows the college community to work together to assist our


ATTACHMENT A35

35

students. We can no longer pursue the standard approach and hope to make a change in the success rates of our most needy and/or under-represented students

• Evaluation

Quantitative data from students GPA with number of units taken per semester will be analyzed every semester. Satisfaction surveys distributed and collected every year.

C. 2: Expanding Umoja (ECS) Services


Outreach x Student Equity Coordination/Planning Instructional Support Activities x Student Services or other Categorical




• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted C.2 African American Students 28

• Activity Implementation Plan In addressing the goals of the Chancellor’s Office regarding the Equity monies recently dispersed in the state budget, we propose that the ECS-Umoja Program, an affiliate of the statewide Umoja Community, is well situated to confront the achievement gap, especially regarding the performance and achievement of African American students on the Grossmont College campus. This program is currently the only program target to specifically address the African American population at Grossmont College. The African American population is the population that has show the highest number of disproportional impact of any population studied to date. This equity funding is both historic and fortuitous; ECS-Umoja has a long track record of successfully serving African American and other underrepresented students, and with a significant augmentation in staffing, resources and programming we can build on that success and exponentially expand our impact.


ATTACHMENT A36

36

The following is a set of recommendations, which will need to be aligned with the format of the Equity proposal template. The first category is directly related to expanding and building the infrastructure of ECS- Umoja; the second category is related to the broader African American community of students.

1) Increase re-assigned time for Umoja Coordinator to 100 percent. Although African Americans have some of highest disproportional

impacts and the most disproportional impacts, no individual has as their sole responsibility to address these issues. Umoja has functioned with its leadership coming from a counselor who has partial release time. This has proven to be a limitation on the program as this individual is responsible for coordination of outreach, communication, activities development and execution, and providing direct counseling to Umoja students. To establish the program to be successful and to expand the program the coordinator needs to be full time. We propose to move the Umoja Coordinator to a full time position.

2) Increase the Umoja Adjunct Counselor hours to 75%. Currently with the limited time the adjunct counselor has, he can only provide support in providing direct counseling services to Umoja students and limited support on activity development and execution. To be able to expand Umoja, more time will be needed from the adjunct. The Adjunct Counselor will be dedicated to Educational Planning, Mentoring and Leadership components of the program.

3) Add Social Worker position at 50%.Being low income, first generation and academically disadvantaged, many Umoja students face several challenges that are beyond those directly related to academic support. Often they are dealing with child care, housing, food and transportation issues along with domestic challenges. These issues have not been able to be directly addressed with the limited staffing currently available. However, these issues often overwhelm students and directly impact their academic success. We propose to add a social worker to the Umoja staff to help provide assistance to Umoja students in these areas.

4) Hiring an Administrative Assistant. For reasons beyond the scope of this proposal, Umoja students, like other disadvantaged students, require a much higher personal touch than other students. Efficient electronic communication systems often are not effective with these students. As a result, the program has done much of its communication with Umoja students through the use of student workers and student volunteers. With such constraints, it is difficult to maintain frequent and quality communication about the program. With a goal of expanding the program both in number of students served and number of activities provided, this crucial management aspect must be addressed. Therefore, we propose the hiring of a full time administrative assistant dedicated to the Umoja program. This position would allow for regular consistent communication as well a support with coordination of activities.


ATTACHMENT A37

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5) Implement Mentoring Program—It is well established that Mentoring helps students succeed. Mentors help students understand how the institution of education works, helps them feel connected to the institution and addresses important affective domains for students. Mentoring would help Umoja students succeed. However, with the current limitation on staffing there are insufficient staffing resources to develop and run a mentoring program. We propose to provide the resources needed to provide a mentoring program specifically targeted at the needs of Umoja students.

4) Student Advocates and Tutors. Embedded tutors can be an effective way to provide academic support to students. Like the embedded librarian concept below, this proposed to provide embedded tutors in key classes that are identified as barriers to Umoja student success.

5) Expand the students served. The program currently serves 40 – 60 first year students and another 50 – 70 continuing. Hire an Outreach specialist part-time (the other 50% of this position could be social worker), and employ students to be on the outreach team (Funding Source: SSSP, Goal A, 1)

6) Expand the curriculum to include African American Leadership courses (This requires FTE for courses, will be requested from Vice- President of Academic Affairs and Enrollment Management Committee, in the context of the larger equity-initiative to close the achievement gap, that we be granted these FTE)

7) Professional development at statewide Umoja Summer Learning Institute, Regional Symposium, and annual conference for faculty, staff and students. Feeling a sense of connection to other students and the sense that one is not alone in one’s struggles can be an important affective impact on student success. We propose to have both students and staff participate in Umoja specific development activities sponsored by the statewide Umoja Program.

8) Create a discretionary fund to address physical factors that impact student success. The majority of Umoja students face challenging financial situations while attending school. I addition to the traditional academic supports that are important to student success, support for pragmatic challenges is key to helping Umoja students stay in school so that they can take advantage of other academic support service. Experience has found that these physical support needs fall into 4 key categories: books, food, transportation and childcare. Emergency support for unexpected housing related issues also is needed occasionally. Much like the abilities embedded with EOPS/CARE programs, we would like to establish the ability to assist Umoja students with these critical needs. Therefore, we propose to establish a discretionary fund to be used with appropriate review and authorization process for the following items:

• Book vouchers


ATTACHMENT A38

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• Meal cards/vouchers • Bus passes/gas cards • Child care • Emergency grant awards

9) In support of Umoja students challenges in funding the books that are needed to be successful students, we propose to expand the number of textbooks available for students to access through the Grossmont library. Working with the library after examining the key classes that many Umoja students take, we will seek the most cost effective manner to ensure that multiple copies of books for key classes or books that are particular expensive are on reserve in the library for use by Umoja students. This objective will be executed in conjunction with other programs with similar objectives to ensure maximal impact to all students targeted through the use of Equity funds.

10) Host events and professional development forums to increase ECS-Umoja family with faculty, staff and admin across campus. Helping the Grossmont community to understand the needs of Umoja students will help to create a climate on campus that supports Umoja student success. Consequently we propose to develop and execute a series of professional development activities targeted at the greater Grossmont community to help better inform them of the needs of challenges of Umoja students and inform them of the Umoja program.

ID Timeline(s) Student Equity Funds Other Funds** C.2 Spring 2016 Basic Skills Initiative

Full Time Coordinator 1.0 - $35,500.00

75%Time Adjunct Counselor .75 - $25,000 Full Time Administrative Assistant $15,000 50% Social Worker $25,000 50% Outreach Coordinator $25,000 Mentoring $8,000 Embedded Tutoring $2,700.00 Professional Development $8,000


ATTACHMENT A39

39

Discretionary Fund $5000 Book Vouchers $2,500.00 GCC Professional Development

Activities $2000

African American Achievement Summit

$7, 000

Transportation $3000 Total Funds $163,700 $40,000

• Link to Goal

The above activities are designed to address the disproportional impact experienced by African American students by addressing their academic needs, there affective needs, their pragmatic life needs as well as building a climate of understanding and support on the Grossmont campus. We believe addressing all of these domains will result in greater success of African American students.

• Evaluation Quantitative data will be collected on all activities through post activities evaluations. Student success will be tracked through disaggregated Key Performance Indicator data already collected by the campus. Qualitative data will be collected through focus groups and any climate related data collected by the campus that can be disaggregated.

An annual review of the program along with data evaluating the activities will be done.

C.3 Development of thematic, linked ESL courses

• Activity Type(s) Outreach Student Equity Coordination/Planning Instructional Support Activities


ATTACHMENT A40

40

Student Services or other Categorical Program X Curriculum/Course Development or Adaptation Direct Student Support Research and Evaluation Professional Development

Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Targeted C.3 Filipino 28

Hispanic/Latino 356 Pacific Islander 4 40+ years 307


ESL linked courses connect a core grammar and writing course to a supplementary reading and vocabulary development course. These linked courses provide students with a more intensive language learning experience than segmented classes, and results have shown that students who enroll in these courses have greater success (ESL Program Review, 2011). To address the disproportionate impact for the students identified in the table above, the ESL faculty need to further strengthen these links through the development of integrated learning modules (including curriculum activities, exercises, and assignments), to include thematic units focused on civics, social justice, career options, the environment, student success, and other content-based units.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** C.3 Jan. 4 to 15: Identify possible

readings and themes for modules. Jan. 19 to 21: Meet to finalize reading/theme selection, select targeted vocabulary, and outline lesson plan sequence. The process for determining student learning outcomes will also be decided. Jan. 25 to May 6: Develop thematic modules and assessments. It is anticipated that instructors will

Shared Development Tasks: 22 Instructors for 8 hours @ $50 Per Hour

= $8,800 Grammar, Writing, Vocabulary Tasks: 11 Instructors for 36 hours @ $50 per

hour = $19,800 For Listening and Speaking Tasks: 11 Instructors for 36 hours @ $50 per

Beginning in Fall 2016, this project will also receive support from the Workforce Innovation and Opportunity Act (WIOA).


ATTACHMENT A41

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spend approximately three hours a week developing the materials outlined above. All materials will be housed in the ESL department’s Blackboard container for future use. May 23 to June 3: SLO Reporting

hour = $19,800 Total: $48,400

Link to Goal Through this activity, the focus of each lesson will be on contextualized learning on themes of high interest and importance to student success at college and in the community. Students will be provided the opportunity to improve their reading, writing, listening, and speaking skills through these collaborative educational links, in which teachers work closely together to relate content and develop lessons to address the specific language needs of their students. Teachers will also work together to monitor student progress and take effective steps to assist students who find themselves struggling in a course.

Evaluation

The development of SLO assessments and the analysis of those results are included in this project. SLO data will be collected in each linked course and reported in TracDat. Instructors will meet to review the results and make modifications to lessons and assessments as needed.

C.4 Textbooks and Supplies for High School Concurrent/Dual Enrollment

• Activity Type(s) Outreach Student Equity Coordination/Planning Instructional Support Activities Student Services or other Categorical Program X Curriculum/Course Development or Adaptation X Direct Student Support Research and Evaluation Professional Development

Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Targeted


ATTACHMENT A42

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C.4 Filipino 28 Hispanic/Latino 356 Pacific Islander 4

• Activity Implementation Plan Through the efforts of the East County Education Alliance, the Grossmont ESL department and the GUHSD English Learners program have begun to offer GC ESL courses at local high schools. The ESL department will work closely with the GUHSD to identify and purchase the required textbooks and essential supplies required by each student who participates. This incentive will not only ensure that the students have the materials needed to improve their reading and writing skills but will also serve as a benefit for low-income families.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** C.4 The purchasing of these textbooks

needs to occur prior to the start of the Fall 2016. The ESL department will acquire quotes from the publishers in the month of June and submit purchase requests in a timely manner to ensure that the materials arrive in time for the start of class.

• Academic Encounters 3 (# = 60) • Cambridge Grammar Sense 2, Oxford

(# = 60) • Longman Academic Writing Series 4 (#

= 60) • Longman Focus on Grammar 5,

Longman (# = 60) • Great Writing 5: From Essays to

Research, Cengage (# = 60) • GC Notebooks, Filler Paper, and

Dividers (# = 180 sets)

$2500 $3500

$3000

$3200

$3000

$2000

Total: $17200

• Link to Goal Dual enrollment provides the opportunity for a broader range of students to make the transition from high school to college and to be better prepared for success. This includes the very students to whom we wish to provide additional support and encouragement. Dual enrollment can be an introduction that helps them understand what college requires and hopefully encourages future college attendance by showing


ATTACHMENT A43

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them that they are capable of doing college-level work. Dual enrollment can also reduce the cost of college by providing college credit, textbooks, and supplies at no cost.

• Evaluation The standardized SLO assessments for ESL 103, ESL 106, and ESL 119 will be used to collect data and evaluate the success of the students who participate in dual enrollment each semester. These data will reported in TracDat. ESL Instructors will meet each semester to review the results, identify the students’ strengths and weaknesses, and make modifications to lessons as needed.

C.5 Embedded Tutoring for Targeted Courses

• Activity Type(s) Outreach Student Equity Coordination/Planning X Instructional Support Activities Student Services or other Categorical Program Curriculum/Course Development or Adaptation Direct Student Support Research and Evaluation Professional Development

Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Targeted C.5 Filipino 28

Hispanic/Latino 356 Pacific Islander 4

Activity Implementation Plan The ESL department would like to have an in-class tutor available for every core grammar, reading, and writing course. These tutors would work closely with the instructors for the duration of semester and may attend all class or only certain class meeting days each week. They will not only serve as peer tutors but also as model students who employ successful language learning strategies and habits. They will provide one-to-one mini-tutorials in class and potentially during faculty office hours as well as assist in facilitating in-class group work. In addition, embedded tutors can help students connect with college academic support services, such as the Tutoring Center, English Writing Center, DSPS, EOPS/CARE, CalWORKs, and the Counseling Center.


ATTACHMENT A44

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nk to Goal

The majority of Hispanics, Filipinos, and Pacific Islanders who enroll in GC ESL classes place at the ESL 103, 106, and 119 levels. Embedded tutoring will make it possible to provide more individualized attention and feedback to these students during class activities. The embedded tutors can provide these students the extra help they need to gain a greater understanding of the materials presented in class and assist them in becoming active in the learning process. In addition, embedded tutoring will also expose these students to the benefits of tutoring, which they may not seek otherwise.

• Evaluation

The primary way in which the ESL department evaluates success is through the SLOAC process. The standardized SLO assessments for ESL 103, ESL 106, and ESL 119 will be used to collect data and evaluate the success of the Hispanic, Filipino, and Pacific Islander students who work with embedded tutors. ESL instructors will meet each semester to review the results, identify the students’ strengths and weaknesses and make modifications to lessons and assessments as needed.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** C.5 The hiring of tutors will take place prior to

and at the start of each semester. An ad will be placed at the Career Center describing the position, including the qualifications and responsibilities. A full- time faculty member will also provide an orientation with initial training at the start of the semester and provide ongoing training over the course of the semester.

Total of 22 class sections: • 22 tutors for 70 hours/semester @ $10/hr.

= $15,400

Basic Skills Funds and College Work Study will also be used to support embedded tutoring for ESL classes.

Li


ATTACHMENT A45


CAMPUS-BASED RESEARCH: DEGREE AND CERTIFICATE COMPLETION D.D DEGREE AND CERTIFICATE COMPLETION. The ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal as documented in the student educational plan developed with a counselor/advisor.

Indicator Definitions The degree and certificate completion data are derived from the completion cohorts in the Student Success Scorecard. The completion cohorts comprise of first time students in the system that earned at least six units (within six years of their first enrollments) and attempted any level of math or English within three years.


Data Observations Through a comparative analysis of degree and certificate completion data beginning with the 2004-05 cohort and ending with the 2008-09 cohort, the following observations were made:

• Degree and certificate completion rates have fluctuated for all disproportionately impacted race/ethnic groups over the reporting period.

• While all the groups have completion rates that are below average by fewer than 3 percentage points, the overall average completion rate for degrees and certificates remains very low at 17%.

Conclusions: Disproportionately Impacted Student Groups In summary, the student groups that are experiencing gaps in degree and certificate completion (as defined in the header for this section) are:



African American/Black 14.4 16.9 -2.5 American Indian 16.7 16.9 -0.2 Filipino 16.5 16.9 -0.4 Hispanic/Latino 14.2 16.9 -2.7 Pacific Islander 14.8 16.9 -2.1 Male 14.8 16.9 -2.1 20-24 Years 14.5 16.9 -2.4 25-39 Years 16.4 16.9 -0.5


45


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GOALS, ACTIVITIES, FUNDING AND EVALUATION: DEGREE AND CERTIFICATE COMPLETION

GOAL D. The goal is to improve degree and certificate completion for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap*, year Goal Goal Year African American/Black -2.5 Close gap 2021 American Indian -0.2 Close gap 2021 Filipino -0.4 Close gap 2021 Hispanic/Latino -2.7 Close gap 2021 Pacific Islander -2.1 Close gap 2021 Male -2.1 Close gap 2021 20-24 Years -2.4 Close gap 2021 25-39 Years -0.5 Close gap 2021 *Expressed as difference in percentage points

ACTIVITIES: D. DEGREE AND CERTIFICATE COMPLETION D.1 Student Engagement Center


x Outreach x Student Equity Coordination/Planning x Instructional Support Activities x Student Services or other Categorical



x Research and Evaluation x Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Affected D.1 African American/Black 5

American Indian 1


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47

Filipino 1 Hispanic/Latino 13 Pacific Islander 1 Male 24 20-24 Years 6 25-39 Years 1

• Activity Implementation Plan Grossmont College is in need of a Student Engagement Center to create, implement and execute student engagement opportunities that create a sense of belonging for our underrepresented students on campus through programming and leadership opportunities. The goal is to provide a space for students to develop community, to recognize and empower student through teaching and learning based on a social justice framework. A Student Equity Coordinator will need to be hired to coordinate activities in the Center, train student leaders, and provide follow up services to students to ensure academic and personal success through leadership development. The Student Equity Coordinator will also build a strong connection between the underrepresented student organizations (Puente, Umoja and other student club organizations that represent populations that are disproportionately impacted) Student Services, Academic Affairs and the College wide committees that create, promote and enrich diversity equity and inclusion on campus. The Coordinator will build community between students through retreats, workshops, planning and programming events. Students will learn about their identity and the value of completing college.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** D.1 Spring 2016 Planning and hiring of

staff. Summer 2016 Student Leader

training Fall 2016 Programming &

Implementation of Student Engagement Center

Spring 2016 Graduation Ceremony

$$$ Salary +Benefits Student Equity Coordinator (S-I)

$$$ Direct Student Support: transportation assistance, meal vouchers, food pantry, coffee, child care stipends.

$20,000 campus-wide programming to include Latino Heritage Month, Black History Month, Pride Week. $5,000 Graduation Stoles $10,000 Student supplies for leadership


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for students of color & LGTBQI identified students (Rainbow Graduation)

retreats. $20,000 students and faculty members to attend conferences Hispanic Association of Colleges & Universities

• Link to Goal The coordinator will outreach to our underrepresented students encouraging campus involvement which will result in the students feeling a sense of belonging on campus. Statistics show that students who feel a sense of belonging have a better achievement and success rate. This Coordinator will provide support, promote learning by involving students to “do”.

• Evaluation A satisfaction survey will be issued to all students that are involved in the Student Engagement Team. Questions will be both qualitative and quantitative. The satisfaction surveys will be taken place at the end of the semester gathering in which a meal will be provided. It will be a lively experience for the students to conclude the semester with a montage of accomplishments within the semester. Student who use the Student Engagement Center will be asked to “check in” using their student ID numbers. Data will be collected throughout the semester for usage as well as case management to ensure students retain and persist through collaborative interventions in early alert and working with retention specialists.

D.2 Expand Community Service Learning Program


Outreach Student Equity Coordination/Planning X Instructional Support Activities x Student Services or other Categorical

Program X Curriculum/Course Development or


Research and Evaluation X Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected D.2 African American/Black 5


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American Indian 1 Filipino 1 Hispanic/Latino 13 Pacific Islander 1 Male 24 20-24 Years 6 25-39 Years 1 • Activity Implementation Plan

Community Service Learning seeks to create opportunities for students to apply classroom knowledge and skills in a meaningful and integrated context, while developing students’ capacity to apply learning and to assume leadership roles in the community. It is anticipated that the CSL program will be an integral part of the college's student engagement center mentioned in D.1. In order to successfully grow the CSL Program, the following are needed:

• A staff coordinator to expand the number and breadth of community partnerships, and to manage the logistics of the CSL program. This coordinator would serve as a liaison between faculty/students and the community. This coordinator would also work directly with Student Services.

• A faculty coordinator [with a partial course release] to promote the program on campus and to organize faculty interested in expanding their integration of CSL in the classroom. This faculty coordinator would manage ongoing CSL FIGS, learning workshops, and other instructional elements of the CSL program. The faculty coordinator would also work to expand the on-campus tutoring program (already in place and operating in the psychology department.) This branch of the program uses students in higher-level courses to serve as tutors for students in lower-level and basic skills courses.

• A website to establish an online presence for the CSL program. The website will be a resource for faculty, students, and the community.

• Promotional materials for faculty, students, and community partners. • Funding to offset community partner’s security clearance fees for students in need. • Funding for CSL-professional development related activities such as conferences and guest speakers. • Day of Service funding – transportation, lunch, promotional materials.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** D.2 Spring 2016 $56,800 Full time classified CSL

Coordinator


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$37,679 Faculty Coordinator with .4 release time $1000 website support $1000 promotional materials $1000 Funding to offset community partner’s security clearance fees $6000 CSL professional development $1000 Day of Service

• Link to Goal Service-learning connects students more deeply to their coursework, and provides opportunities for students to collaborate with their peers, faculty, and the campus to work collectively towards a more just and equitable society. Sustained funding for the CSL program will allow faculty to more efficiently implement CSL curriculum into their courses. This, in turn, will help to institutionalize the program across campus.

• Evaluation

At least 15 CSL FIG faculty across disciplines will be implementing CSL curriculum into their Spring 2016 courses. Most of the short-term data will come from their efforts. Future data collections will be ongoing.

Short term-data will be mainly qualitative, based on student and faculty written and video reflections on their service-learning experiences. All faculty participating in the FIG will be responsible for submitting this information at the end of the Fall 2016 semester. In the short term, faculty will also do a comparative analysis of course grades based on student participation in service-learning activities.

Long-term assessment will be based on longitudinal data collections of students participating in the CSL program. This data will be analyzed to determine the relationship between CSL and student success and retention rates. The data will also be assessed to determine the impact that CSL has on shrinking the equity gaps.

D.3 Implement CTE/WD Career Development and Retention Services



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51

X Outreach x Student Equity Coordination/Planning Instructional Support Activities x Student Services or other Categorical





American Indian 1 Filipino 1 Hispanic/Latino 13 Pacific Islander 1 Male 24 20-24 Years 6 25-39 Years 1

• Activity Implementation Plan Fund a CTE/WD retention specialist that will coordinate activities for non-traditional student populations that are aiming for a CTE/WD degree or credential that stop out of certificates and degrees. Such activities include but are not limited to career exploration events, CTE/WD open houses, workforce development sector panels, and helping with the development of education plans. Every semester 200- 500 in CTE/WD students stop out and fail to continue pursuing their education pathways, with a large portion being in CTE/WD. The CTE/WD retention specialist aims to curtail the impact of stop outs on degree and certificate completion, therefore increase graduation rates and placements. The CTE/WD retention specialist will regularly follow up with students who are seeking to re-matriculate or continue their matriculation into CTE/WD education pathways.

Fund a CTE/WD Career Specialist that will increase opportunities for CTE/WD students to develop personally, professionally, and academically in career readiness services and cooperative work experience. Aid under-represented populations in gaining cooperative work experience in industries lead by dominant social groups. Workshops in career development will use Popular Education pedagogy with a focus on social justice. Collaboration will be between students, faculty, career center staff, and industry professionals. English language learners will be assisted in resume building, cover letter writing, interviewing skills, and employment application completion. Outreach to


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industry sectors will promote inclusion of diverse student populations in cooperative work experience and employment. Connect students to additional support services and resources on campus as needed (academic counseling, tutoring, mental health services, etc.). Enhance educational success by providing career development services and cooperative work experience. Create mentorship and leadership opportunities for students with CTE/WD job club. Coordinate lectures and events on topics to highlight diversity as an asset in the workplace and provide opportunities for students to interact with diverse industry professionals. The CTE/WD Career Specialist will provide services during a variety of days and times to accommodate varied student schedules (one weekday evening per week, one weekend per month).

Branding, outreach, and marketing of programs in CTE/WD are limited. By having clear pathways that are visual, students will increase their chances of choosing the correct classes or programs that correspond to a career. A marketing firm will be contracted to present options and to create the visuals that represent diverse student body.

ID Timeline(s) Student Equity Funds Other Funds** D.3 Hire Spring 2016

Hire Spring 2016 Spring 2016

$70,000 Retention Specialist CTE/WD $70,000 Career Specialist CTE/WD $60,000 CTE/WD Marketing and design of

pathways

• Link to Goal Because CTE/WD students are often first generation college students and looking for employment, a CTE/WD retention specialist will help students navigate the terrain of the college and increase their chances of success. Also, the CTE/WD retention specialist will act as a mentor and help students negotiate unfamiliar territories experienced in college settings. Industries are often lead by dominant social groups, the CTE/WD career specialist will help diverse students become career ready by providing career development workshops and cooperative work experience. Involvement in career readiness services and cooperative work experiences will aid in students’ academic success. Students learn visually for a large majority of them. By creating visual maps, the pathways in CTE/WD will be clearer and allows students to make more relevant matriculation choices.

• Evaluation Track how many students are retained through interventions created by the CTE/WD retention specialist. Data collected will be ongoing since the retention specialist will working with students on-on one. Track how many students access career development services,


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complete cooperative work experience, and successfully complete CTE/WD courses. Student evaluations of workshops will also be conducted to incorporate student feedback every semester. Track how many students access career development services, complete cooperative work experience, and successfully complete CTE/WD courses. Student evaluations of workshops will also be conducted to incorporate student feedback.

D.4 Transition to Success Program for EOPS students


Outreach Student Equity Coordination/Planning Instructional Support Activities x Student Services or other Categorical





American Indian 1 Filipino 1 Hispanic/Latino 13 Pacific Islander 1 Male 24 20-24 Years 6 25-39 Years 1

• Activity Implementation Plan When EOPS/CARE students complete 70 degree applicable units, they are removed from the program. For students who have not completed their goal, this leaves them in a very vulnerable position.


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Due to the sudden loss of intrusive support, many students don’t follow through to completion. The Transition to Success program would allow for the continuity of services for this student population by using non-EOPS categorical funds towards a high-at risk student population. Funds would provide lunch tickets, bus passes, textbook vouchers, part-time counseling and gas cards.

ID Timeline(s) Student Equity Funds Other Funds** D.4 Spring 2016

Fall 2016- Spring2017

$50,000 – Direct student support services $100,000- Direct student support services

• Link to Goal The EOPS/CARE program targets various student populations that have been disproportionately impacted as designated by the Student Equity Plan and gathered data. This includes Latino and African American students, Disabled Students, Former Foster Youth and males.

• Evaluation

Quantitative data will be collected in the form of academic data (completion) Qualitative data will be collected in the form of open-ended question surveys


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CAMPUS-BASED RESEARCH: TRANSFER Transfer

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

CAMPUS-BASED RESEARCH: TRANSFER The transfer rate data are derived from the completion cohorts in the Student Success Scorecard. The completion cohorts comprise of first time students in the system that earned at least six units (within six years of their first enrollments) and attempted any level of math or English within three years. The completion cohorts were then matched against the National Student Clearinghouse, CSU, and UC data files to find students enrolled in four year universities within six years of the time students first enrolled at the college.


Data Observations Through a comparative analysis of transfer rate data beginning with the 2004-05 cohort and ending with the 2008-09 cohort, the following observations were made:

• The total number of American Indian students remains fairly small (an average of 28 students per year), but they exhibit the greatest gap in transfer rate below average at 12%.

• As might be expected, gaps in transfer rate below average increase with increasing age groups, but the 20-24 age group still remains disproportionately impacted with a gap of 6% below the average transfer rate.

• Students with a reported disability status are also disproportionately impacted with respect to transfer, with a rate gap of 14% below average.

Conclusions: Disproportionately Impacted Student Groups In summary, the student groups that are experiencing gaps in transfer (as defined in the header for this section) are:



African American/Black 30.8 37.1 -6.3 American Indian 25.4 37.1 -11.7 Hispanic/Latino 31.5 37.1 -5.6 Pacific Islander 30.3 37.1 -6.8 20-24 Years 30.9 37.1 -6.2 25-39 Years 22.0 37.1 -15.1 40+ Years 14.1 37.1 -23.0 Disability Status 23.5 37.1 -13.6


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GOALS, ACTIVITIES, FUNDING AND EVALUATION: TRANSFER

GOAL E. The goal is to improve transfer for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap*, year Goal Goal Year African American/Black -2.5 Close gap 2021 American Indian -0.2 Close gap 2021 Hispanic/Latino -0.4 Close gap 2021 Pacific Islander -2.7 Close gap 2021 20-24 Years -2.1 Close gap 2021 25-39 Years -2.1 Close gap 2021 40+ Years -2.4 Close gap 2021 Disability Status -0.5 Close gap 2021 *Expressed as difference in percentage points

ACTIVITIES: E. TRANSFER E.1. Implement PUENTE


x Outreach Student Equity Coordination/Planning x Instructional Support Activities x Student Services or other





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• Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Affected E.1 African American/Black 13

American Indian 3 Hispanic/Latino 27 Pacific Islander 3 20-24 Years 15 25-39 Years 16 40+ Years 8 Disability Status 14

• Activity Implementation Plan Implement the PUENTE program at Grossmont College in order to improve the retention of Hispanic students and increase their transfer rates to four-year colleges and universities. Data provided by the state PUENTE office for the Fall 2007 and Fall 2008 cohorts (the last cohorts offered at Grossmont College) indicates a 10% higher fall-to-fall persistence rate for the cohorts as compared to the fall-to-fall persistence rates of all other Grossmont College students. This data also indicates that the six-year transfer rates are even more impressive for PUENTE students. For example, on average, Grossmont College PUENTE students had a transfer rate of 63.8% while all other Grossmont College students had an on average transfer rate of 40%. Currently, our institutional data indicates a gap of -5.6 for Hispanic student transfer success, with Hispanic students experiencing 31.5% transfer success versus 37.1 average overall transfer success. As our data from past PUENTE cohorts indicates, this particular student success program demonstrates promise in reducing transfer inequities. In order to make serious progress in reducing disproportionate impact for underrepresented groups, the college will need to implement both large scale and targeted approaches, such as PUENTE. Implementing PUENTE will require funding in three main areas: FT English faculty co-coordinator @ .25 FTE, FT Counselor @ .50 FTE, and ten hours a week in clerical support.

ID Planned Start and End Date(s) Student Equity Funds Other Funds** E.1 $12,718 (.25 release time for English

Instructor/ Coordinator with benefits $25,435 for full academic year)

$ 27,978 (with benefits one semester/


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$55,955 for full academic year .50 Release time for Counselor)

$3,500 (10hrs. per week clerical assistant x 16 weeks per semester and $7,000 for full academic year)

$44,196 for one semester and $88,392 for

academic year in personnel.

• Link to Goal Students enroll with the same PUENTE instructor for classes over one academic year which creates a supportive environment for students through the curriculum. The courses integrate Latino and other multicultural literature in combination with skill-appropriate scaffolding for texts that build in rhetorical and thematic complexity. Students are also provided with an opportunity to use mentors and their communities as a resource for writing and to develop their relationships with their mentors. The courses offer an environment that provide students with the support and motivation likely to enable them to transfer. The PUENTE counselor provides academic, personal, and career counseling to prepare students to transfer to a four-year college or university. To help build the educational support network necessary for the students’ success, the counselor also integrates the students’ families into the program.

• Evaluation

We will track the success and transfer rates of PUENTE students transferring to four-year institutions. We will conduct cohort analyses every three years. We will also conduct student focus groups to gain an understanding of the PUENTE experience and how it may be helping students achieve their academic goals.

E.2 Institute MESA • Activity Type(s)

Outreach Student Equity Coordination/Planning x Instructional Support Activities X Student Services or other





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• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected E.2 African American/Black 13

American Indian 3 Hispanic/Latino 27 Pacific Islander 3 20-24 Years 15 25-39 Years 16 40+ Years 8 Disability Status 14

• Activity Implementation Plan Institute the MESA (Math, Engineering, Science Achievement) Community College Program at Grossmont College. The MESA program serves economically and educationally disadvantaged students majoring in a STEM field. The primary goals of the MESA program are to provide academic support and help students to successfully transfer to four-year universities. There are currently 33 California Community College MESA programs of which 30 are funded by the California Community Colleges Chancellor’s Office. The main components of the program include an orientation course, academic tutoring and workshops, academic advising/counseling, dedicated student study center, assistance in the transfer process, career and professional development, links with student and professional organizations, and industry partnerships.

To be a designated MESA college and to receive state funds ($50,000) from the Chancellor’s office on an annual basis, a college must have, at the minimum the following in place for designation.

1) The district/college will be responsible for the salary of the full time MESA Director. Grant funds may not be used for this position. 2) A MESA clerical support position of at least 50% time will be maintained. Grant funds may be used for this position. 3) Grant funds will provide for Director attendance at Statewide Meetings during the academic year. Three to four meetings per year will be required of directors. 4) Required deliverables will include, a) a Renewal RFA, due before March 30; a. b) A Mid-Year Report, due before January 31, c) a Final Report, including the “Forms Section” on July 31. (Dates may vary according to funding cycle) 5) Programs receiving the full funding amount will be expected to serve 125 or more students. 6) Dedicated space.


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The MESA program will also require extensive collaboration with and support from the Counseling Department, Career Center, and the Transfer Center.

ID Timeline(s) Student Equity Funds Other Funds** E.2 Spring 2016 $50,868.5 (1.0 release time for Faculty

Coordinator with benefits one semester; $101,737 for full academic year)

$6,816 (20 hrs. per week clerical assistant x 16 weeks per semester x $15/hr with benefits; $13,632 for full academic year)

$12,288 (64 tutoring hrs per week x 16 weeks per semester x $12/hr; $24,576 per academic year) $ 27,978 (.50 release time for Counselor

for advising/career center/transfer support with benefits one semester; $55,956 for full academic year)

• Link to Goal California faces a serious shortage of college graduates to fill the increasing job vacancies in the STEM fields. To respond to this shortage, California must increase the number of STEM graduates in the coming years. MESA can help bring this number up by increasing the number of our own STEM students to successfully transfer to four-year universities. MESA provides academic support so that students from educationally disadvantaged backgrounds can overcome academic barriers to realize their academic potential and successfully compete for a place in college. Because MESA students share common majors, common classes, and common interests, they form a learning community that fosters collaborative learning, support, and success. Having a dedicated MESA center also allows students to get


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the necessary help and support to be successful in college in a single hub.

• Evaluation Track the success and transfer rates of MESA students transferring to four-year institutions. We will also conduct student focus groups every year to gain an understanding of how the program is helping them achieve their academic goals.

Other College- or District-wide Initiatives Affecting Several Indicators

GOALS, ACTIVITIES, FUNDING AND EVALUATION: AFFECTING SEVERAL INDICATORS ACTIVITIES: F. ACTIVITIES AFFECTING SEVERAL GOALS

F.1 Collect and further disaggregate data to determine more specific student needs

• Indicators/Goals to be affected by the activity

x Access X Degrees and Certificate Completion X Course Completion x Transfer X ESL and Basic Skills Course Completion


Outreach Student Equity Coordination/Planning

Instructional Support Activities





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• Target Student Group(s) & # of Each Affected*:

ID Target Group # of Students Target .

F.1 African American/ Black 403 Hispanic/Latino 27 Males 24 Middle Eastern unknown

• Activity Implementation Plan We plan to collect more disaggregated data in order to assess equity in access, course completion, basic skills completion, degree/certificate completion, and transfer for men of color, specifically. Previous institutional studies have indicated disproportionate impact for underrepresented minority males. We plan to consult with our Minority Male Community College Collaborative (M2C3) partners on administering the Community College Survey of Men and/or the Community College Success Inventory for Men of Color. We will also collaborate with M2C3 to determine the need for conducting focus groups using their Community College Insights protocol. Once we have the data, we will assemble an interdisciplinary team of practitioners to produce additional action plan goals/activities to address any areas of disproportionate impact.

In addition, Grossmont College has a large population of Middle Eastern students, including an increasing number of refugees from Iran, Iraq and Afghanistan. Unfortunately Grossmont does not have any data on this group of students. It is unclear how to determine what services our Middle Eastern population has used and currently needs in order to assist with their academic success. The college provides several resources to help our students succeed, however we do not have any documentation that shows if our Middle Eastern students are utilizing them. To help with data collection, all enrolled students have the option to identify their race or ethnicity; however Middle Eastern students do not have a specific category; instead they are forced to identify with Caucasian, Other, or Decline to answer. The college has been discussing the option of using supplemental application questions to assist in obtaining additional demographic information on these, and other students including LGTBQI students. In addition, through deployment of regular surveys we can begin to track the numbers of these students, the percentages that take advantage of our services, the course completion rates, the numbers enrolled in transfer-level courses and those enrolled in Basic Skills in order to better serve their educational needs.


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ID Planned Start and End Date(s) Student Equity Funds Other Funds** F.1 Start - Spring 2016 to put in a

request to our IR department for equity outcomes for our male students of color.

Spring 2016- Fall 2016 Planning & Hiring

Fall - Spring 2017 Implementation

and data collection

$122,000 (includes a full-time position entitled Middle Eastern Retention Specialist and additional costs for study group events and data collection.

• Link to Goal The goal of M2C3 (Minority Male Community College Collaborative) is to partner with community colleges across the United States to enhance access, achievement, and success among minority male community college students. M2C3’s research and practice agenda prioritizes men who have been traditionally underrepresented and underserved in postsecondary education. The Community College Survey of Men (CCSM© ) is a tool for establishing student outcome benchmarks, monitoring student performance; and identifying issues in need of enhanced attention. The CCSM© is the only instrument designed specifically for measuring factors that impact the success for minority male community college students. Its scales focus directly on environmental variables (which, we describe as “extrinsic mediators”), non-cognitive outcomes, and measures of involvement (which, we describe as “academic immersion”). The Community College Success Inventory for men of color was designed to be used by community college leaders to assess their institutions’ efforts and readiness to facilitate success for men of color in community colleges. The development of this inventory was based on an extensive review of published literature on men of color in community colleges. The Community College Insights Protocol (CCIP) is a focus group process that is used to obtain qualitative insights about how men of color experience community colleges.

As of now Grossmont College does not have any data on Middle Eastern students and completion of ESL, Transfer Data, and utilization of campus resources. If we had data on the Middle Eastern population we would be able to determine how it is we can support their achievement and success at the college. Our refugee population have witnessed horrible atrocities and are in need of counseling but do


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not realize that these services are available to them. We currently only have one part-time trained non-academic counselor, with an additional Retention Specialist to support this population The Data collected will help determine how many students identify with Middle Eastern and what type of programming, professional development and activities needed to assist our students to succeed.

• Evaluation

We will conduct cohort analyses to track progress in achieving equity in access, course completion, basic skills completion, degree/certificate completion, and transfer for men of color using the tools that have been made available by M2C3: Community College Survey of Men, and/or Community College Success Inventory for Men of Color, and/or the Community College Insights protocol. Therefore, evaluation will be comprehensive using both quantitative and qualitative measures. The cohort analyses data will be collected every three years. We will consult with our M2C3 partners to determine the frequency of collecting quantitative data.

The Retention Specialist will be able to track the numbers of students enrolled, the percentage that utilize our academic services, such as the writing center, tutoring services and the student engagement center. The Retention Specialist will also track their course completion rates, the numbers enrolled in transfer-level courses and the numbers enrolled in Basic Skills through case management and working with the students on a one-on-one basis. Qualitative data will be collected through focus groups via the student groups previously mentioned 2-4 times per semester.

F.2 Partner with the San Diego Center for Ethics in Science and Technology

• Indicators/Goals to be affected by the activity Access x Degrees and Certificate Completion

x Course Completion x Transfer ESL and Basic Skills Course Completion


Outreach Student Equity Coordination/Plannin

x Instructional Support Activities g

Student Services or other x Curriculum/Course Development or Direct Student Support Categorical Program Adaptation



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• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected F.2 All Target Groups varies


We will partner with the San Diego Center for Ethics in Science and Technology to develop strategies for engaging and supporting disproportionally impacted groups in STEM courses. This partnership will include: A. The creation and implementation of a needs assessment survey for faculty and students B. Development of multiple professional development offerings based on the needs assessment C. Guided Curriculum design

ID Timeline(s) Student Equity Funds Other Funds** F.2 Spring 2016-Spring 2017 $35,000 none

• Link to Goal Tending to the course-level achievement gaps in STEM courses through development of teaching strategies and curriculum

development has a positive effect on multiple areas, including course completion, program completion and, ultimately, successful transfer.

• Evaluation Course completion and success data (disaggregated). Pre/post surveys of students in courses with pilot curriculum.

Data will be collected for selected student cohorts in the second semester of the partnership.

F.3 Expand service hours of the child development center



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x Course Completion Transfer x ESL and Basic Skills Course Completion

• Activity Type(s) Outreach Student Equity

Coordination/Planning Instructional Support Activities

x Student Services or other Categorical Program


X Direct Student Support

x Research and Evaluation Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted F.3 All Target Groups varies

• Activity Implementation Plan Currently there are 196 waiting pool applications on file to participate in the Child Development Center. New applications are received daily/weekly. Of those 196 families, 170 are considered low-income. Currently 90% of the children enrolled in the Child Development Center are dependents of students. Approximately 10-15% of those student-parents are not enrolling in the college classes they need because the hours of the center do not accommodate the classes that end after 4:00pm. Expansion of service hours at the child development center from 8:30-4:30 to 7:30-5:30, will allow those students to enroll and help with retention and completion.

ID F.3


Spring 2016 Child Development Hours Expanded CTE/WD $150,000 (salary and benefits) Fund research study ($10,000)

.

• Link to Goal


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Students in the Child Development Center and their children come from under-served income challenged backgrounds. By having the center open longer hours, students will reduce disruptions to their studies. The center is currently at maximum capacity of 53 children. In conversations with faculty, staff, and student services dean of counseling, there is a need to expand the hours needed so college students can be successful. We would like to get more concrete data on the exact need and will use the research and evaluation time of the funding period to study.

• Evaluation

Track number of students how complete from semester to semester. The data tracking is currently conducted by Child Development Center staff.

F.4 Comprehensive Professional Development Opportunities


x Course Completion x Transfer x ESL and Basic Skills Course Completion

• Activity Type(s) Outreach Student Equity

Coordination/Planning Instructional Support Activities


x Curriculum/Course Development or Adaptation





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• Activity Implementation Plan Because faculty and staff are at varying levels of awareness and capacity to support and instruct students with diverse needs and backgrounds, The PD Equity Plan consists of the following activities designed to address the professional learning needs of faculty and staff:

• Hosting a Faculty Experiential Learning Academy (FELI) in partnership with the Academy for College Excellence

The purpose of ACE is to help campuses create a holistic program designed to support students, particularly from low-income, first generation college student families, develop agency and a support system so that they learn to use their “street smarts” in an academic and professional setting. A small cohort of campus members will attend Faculty Experiential Learning Institute (FELI) in Berkeley in January in order to experience the ACE curriculum. In June, Grossmont College will host a FELI here on campus, with the aim of having 35 – 50 faculty attend.

• Summer Faculty Teaching and Learning Institute (FTLI) for Part Time Faculty Fellows Program:

This activity will build on the success of last summer’s first FTLI, this 8-day professional learning institute, designed primarily for part time faculty affords part time faculty the opportunity learn culturally responsive teaching methodologies in order to meet the needs of our diverse population of students, particularly those students who have been historically underrepresented and underserved. Faculty will complete a Course Implementation Project in which they plan for, implement, and assess a change they will make to their course curriculum based on what they have learned during the institute.

• Minority Male in the Community College Collaborative (M2C3) Administrator and Department Leader Retreats:

Two campus retreats designed to develop and increase leadership capacity among those faculty and administrators who are in campus leadership roles, and who are essential to moving the work with diversity, equity, and inclusion forward. One retreat will be for Campus Administrators, and one for Campus Department Leaders. Each retreat will begin with an overview of trends and issues. The Administrator retreat will focus on how to welcome and increase engagement on campus and in the classroom from the perspective of administration, and will close with an Equity Gap Analysis. The Department Leader Retreat will focus on Teaching and Learning with men of color and how to gain buy-in from faculty and will end with an Equity Gap Analysis from the perspective of Departmental Leadership.

• Reading Apprenticeship Faculty 101 Online Course: Faculty 101 Course & Summer Leadership Training: is a research-based

approach with a practitioner-tested and research-validated approach that promotes students’ engagement and achievement in subject area literacy. Reading Apprenticeship methodology is an integral part of Accelerated English courses, but is also an effective


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pedagogical approach to increasing the academic reading, writing, and critical thinking skills of students across disciplines. As such, we plan to increase the number of faculty who are trained in this methodology who are: 1) currently teaching accelerated courses, 2) interested in teaching an accelerated English course in the future, and 3) content area specialists from across disciplines. In addition, we will send four faculty to the Summer Leadership Institute in Oakland so that they can return and mentor faculty in this methodology.

• Faculty training courses for online teaching and learning: Data provided to the DL subcommittee by the district research and

planning department shows that our success and retention rates are lower for DL classes than that of traditional face-to-face classes. This is especially true for our African American/Black, Hispanic/Latino, Pacific Islander, and foster youth students. Therefore the understanding and implement good design principles using the standard of universal design for all students, accessibility and student engagement are important for the creation of a strong and inclusive learning environment.

• [re]Fresh Fridays: Successfully launched in Spring 2015 and expanded upon in 2015 Fall, these Friday sessions have been envisioned

as opportunities for faculty, classified staff, and administrators to reinvigorate at the end of the work week by exploring provocative ideas and engaging in conversations with colleagues. The aim of the Spring 2016 sessions continues to be to strengthen campus connections and – through the meaningful reflections they spark – to further inform and inspire our ongoing development and, in turn, our individual and collective efforts in support of student success and equity.

• New Faculty Orientation The Spring 2016 new faculty orientation program this spring is firmly rooted in this definition, with the “goal”

being our new faculty’s individual success as well as our collective success as an institution. More specifically, this program will offer information, resources, and a reflective forum in immediate support of classroom practices and orient participants to the campus mission and culture, processes, and initiatives. Produced by the Professional Development Office, funds will go to support material costs and hosted lunches.

• Classified Convocation / Faculty Convocation Keynote Addresses

• Increased Administrative Support for the Professional Development Office • Increased reassigned time for the Professional Development Coordinators


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ID F.4


Spring 2016 – January

Administrator Retreat – January

New Faculty Orientation January – May

FTLI Planning- Spring 2016

February 2016

Spring 2016

Summer 2016

Summer 2016

Summer 2016

Summer- Fall 2016

June 2016

$10,000 Classified & Faculty Convocation Keynote Speakers

$10,000 M2C3 Administrator Retreat

$5,000 New Faculty Orientation

$4,000 FTLI Institute Planning

$ 10,000 M2C3 Departmental Leadership Retreat

$5,000 [re]fresh Fridays

$ 11,250 154 faculty @ $750.00 Reading Apprenticeship

$5000 FTLI Institute Coordinator

$ 20,000 FTLI Leadership Team Faculty Presenter & Facilitator honorariums

$10,000 FTLI Guest Speaker honorariums

$5000 Qualitative Data Collection Support

$60,000 FTLI Fellows


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June 2016

June 2016

July 2016

Spring 2016 Distance Education

1. OTC Conference for 40 attendees

2. 5 @one training sessions for online training of 30 participation

3. Professional Development 4. Workshop Presenters for each

workshop conducted by an online expert consultant. 6 required.

5. Quality Matters

6. Online training

$8,000 Materials & food during Institute

$40,000 FELI

$22,000 (4 @ 35,00 + travel and lodging) Reading Apprenticeship Leadership Institute in Oakland

$$$ Administrative Support

$$$ .5 Faculty Reassigned Time

$13,000

$10,000

$10,000

$1,000 $6,000

$5,000 $6,000

. • Link to Goal


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Each of the professional development activities identified above aims to support faculty, administration, and staff in their primary work on campus – their efforts to facilitate the success of all students. In each activity faculty are provided opportunities to deepen their understanding of our students and the nature and process of learning, to engage with related research, and to have opportunities to reflect on and improve their practices and their role in the student experience on campus.

The overall professional development equity plan will achieve the aims of the indicators above by taking a multipronged approach. Drs. Harris and Wood point out that in any change initiative related to equity and diversity, we could categorize individuals in terms of these mindsets, and note as such, professional development needs to address learners where they are.

• Evaluation Post-activity survey data will be collected at the end of each activity in order to capture impressionistic feedback about the usefulness, efficacy, and quality of the activity. Post activity qualitative data will be collected at regular intervals beyond the activity in order to evaluate any lasting impact Where appropriate, for activities where the aim is to changing a curricular approach (Reading Apprenticeship, FTLI) we will collect qualitative data to capture student impressions of the curricular change proposed. We will work with M2C3 and ACE to investigate and use their evaluation tools to capture data about overall changes in student perceptions about their experiences on campus We will continue to analyze cohort data to capture any trends related to student success, retention, and persistence.

F.5 Expansion of Library Hours & Reserve textbooks

• Indicators/Goals to be affected by the activity Acc ess x Degrees and Certificate Completion

x Course Completion Transfer x ESL and Basic Skills Course Completion

• Activity Type(s) Outreach x Student Equity

Coordination/Planning x Instructional Support Activities

Student Services or other Curriculum/Course Development or X Direct Student Support


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Categorical Program Adaptation Research and Evaluation Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Targeted F.5 All target groups varies

• Activity Implementation Plan A. Open the library at 7:30am Monday through Friday to allow access to library computers (for printing purposes) and course reserve

textbooks before class start time at 8:00 am

Currently our library opens at 8:00am, which is too late for students needing to borrow a course reserve book or print a paper to get to their 8:00 classes on time; this negatively affects the level of classroom success for students who cannot afford a textbook or who do not own a computer and printer at home.

In order to open earlier a multi-media technician assistant is necessary. This position is a Level 21. Step A is $2439 per month. Our goal would be to hire this person in the fall semester to work when the library is open in the fall, intersession, spring, and summer sessions.

In addition the library adjunct budget will need to be supplemented by $5,625 and the student worker budget will need to be supplemented by $1130 to cover the additional 113 hours a year that the library will be open.

B. Provide Reserve Textbooks to low-income students who struggle to pay for textbooks. The library can ease the burden to these

students by providing access to required textbooks so they may access the information necessary for their college education. The funding will affect all student populations who cannot afford to purchase their own texts. Textbooks will be purchased from the Grossmont College Bookstore. The library will work with the bookstore requesting they order at least one additional copy of each title. To get textbooks to students in a timely manner, the books must be purchased, processed and cataloged between the date the Bookstore has them available and the first day of class; approximately a 2 week period. In order to handle this workload the hiring of temporary staffing will be necessary. We estimate approximately 300 books purchased over the fall and spring semester at a cost of $30,000. To process books a position equal to a Level 21 or NANCE Level 5 ($15.50 per hour) will be required. Estimating 20 minutes to process each book, it will take 100 hours of staff time for processing. Rate of $15.50/hour at 100 hours = $1,550. Original cataloging of


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books will require a position equal to a faculty librarian ($39.10 per hour) will be required. Estimating 15 minutes to catalog each book, it will take 75 hours for cataloging. Rate of $39.10/hour for 75 hours = $2933.

ID F.5

Timeline(s)

January 2016 to June 2016 Work with Research & Planning to develop evaluation questions in Student Resource Survey

Recruit and identify classified employee

July 2016 to June 2017 Increase hours as a 1 year pilot.

May 2017 Begin assessment of pilot

June 2017 Determine if continuation of extended hours is necessary

Student Equity Funds A. $21,908

Classified staff member @ Level 21/Step A = 2,439/mo Multiply by .42 = $1,024 Add $2,439 to $1,024 = $3,463 per month Multiply $3,463 by 6 months = $20,778 Hourly Librarian @ $50/hr multiplied by 113 hours = $1,130

B. $35,300

Other Funds**

Spring 2016- Fall 2016 Planning & Hiring

August 2016 – order, process, and catalog for fall semester

January 2017– order, process, and catalog for spring semester

$34,483 (cost of books and additional staffing)

• Link to Goal


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• Activity Type(s) 76

A. Students who come from under-served income challenged backgrounds, rely on borrowing textbooks from the library. We must provide better access to reserve textbooks to all students who struggle to pay for textbooks. The library can ease the burden to these students by providing access to required textbooks so they may access the information necessary for their education. This will also provide access to technology for students in order to close the divide among those that cannot afford to purchase technology. This will be specifically helpful to students who do not have printers in their home so that they can utilize the library’s computers and printers to submit assignments. New hours will be advertised in all traditional venues and include new venues that will reach our target populations - we will work with counseling departments and the ASGC to help promote our extended hours and services.

B. Textbooks are required in virtually every class. Having textbooks available to students from underserved income challenged backgrounds at no cost to them will reduce risk of falling behind in studies and/or attrition. By having the Library purchase a copy of all textbooks for Reserves, and as many copies as funds will permit for high-demand books, the Library will be doing its part in ensuring that all students have equal access to the texts that they need.

• Evaluation A. Each year the department of Research and Planning distributes a Student Resource Survey. Question 20a - 20e, and question 21 of the

survey target Learning Resources. During the spring of 2016 librarians will work with Research and Planning to incorporate new questions into the existing survey that will assess if the targeted populations are utilizing the library during the earlier extended hours and if so, is it helping them to access materials and services needed in a timely manner. Gatecounts of number of people entering the library are kept, hourly usage counts are gathered, statistics for Reserve book checkouts are queried from the Integrated Library System, and hourly counts of reference assistance is maintained.

C. Data can be collected from the Library’s integrated library system, SirsiDynix eLibrary, to show the number of items held on reserve and the number of checkouts or in-house usage. Data should be collected during the entire semester and reviewed on an annual basis.

F.6. Ensuring best practices for hiring and retaining diverse faculty and staff




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Outreach Student Equity Instructional Support Activities Coordination/Planning


Curriculum/Course Development or Direct Student Support Adaptation



• Activity Implementation Plan The district has recently restructured and now has a Director of HR for the Grossmont College site. The Grossmont HR Director will lead the charge to provide direction, strategies, and means by which academic leaders can navigate and transform their departments and achieve a more inclusive and diverse population of staff and faculty. By providing metrics, training, and practical solutions, we can foster and develop better departmental plans for diversity. Leaders and department chairs / deans need to help promote the importance of diversity to our campuses. Our hiring practices need to immolate our student populations to help with our student success programs.

Retention of our diverse population is just as important. We need to provide avenues of socializing with others of color through monthly social hours. By changing our culture, building accountability structures through education, we can show an increase in diverse population of faculty and staff.

We will do this by: 1) Flex week Training on creating a diverse hiring committee and recruiting diverse applicants 2) Monthly Hire Smart (A comprehensive presentation on creating a hiring committee, embracing diversity, conducting and effective

interview, understanding challenges in the hiring process, knowing and recognizing bias and unconscious bias) 3) Social hour for faculty/staff of color building community and help to retain of staff and faculty


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ID F.6


Spring 2016 Social hours ($300 x 9 months) = $2,700 Outside Trainer to Train the Trainer (Curriculum on How to Create Better Hiring Committees) $5000.00 (includes travel) Flex Week Speaker: On Diversity/EEO/ Hiring Committees $2500 Printing Materials $800 Total: $12,000

. • Link to Goal

By providing metrics, training, and practical solutions, we can foster and develop better departmental plans for diversity. Leaders and department chairs / deans need to help promote the importance of diversity to our campuses. Our hiring practices need to immolate our student populations to help with our student success programs. Retention is our diverse population is just as important.

• Evaluation

Surveys from candidates on how they felt throughout the process and committee members Metrics from actual hires and turnover – Gap analysis / percentage change in demographics of full time faculty and staff over a period of 5 years (rolling data)


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F.7. Safe Zone Training and support for SOGI Club (Sexual Orientation/ Gender Identity)



• Activity Type(s) x Outreach Student Equity

Coordination/Planning x Instructional Support Activities

x Student Services or other Categorical Program


x Direct Student Support



• Activity Implementation Plan • Grossmont has very diverse lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual and/or ally (LGBTQQIAA)

students. It is imperative that students, particularly students in our target groups, feel the campus is a safe space to connect with their peers, faculty and staff and continue their studies without fear of physical and psychological abuse. The CCC Student Mental Health Program says that in a “survey of 10,000 youth, LGBT youth were nearly twice as likely as non-LGBT youth to report having been excluded by peers at school, twice as likely to have been verbally harassed at school, three times as likely to feel that they do not fit in, and one-third less likely to report having an adult they can turn to for help (Human Rights Campaign, 2012).” SafeZone training of students, faculty and staff, as well as support for the SOGI Club (Sexual Orientation/Gender Identity) through inclusive events ensures a campus where students can be engaged and feel safe to complete their studies at Grossmont. The goal of the Safe Zone Ally Program is to provide a welcoming environment for SOGI people by establishing an identifiable network of culturally competent individuals to


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provide encouragement, information, referrals, and a safe place within our campus community. Those who have committed to being trained Safe Zone Allies make this network visible and accessible by posting stickers on doors and pins on backpacks; they work to end discrimination and bias and other appropriate locations. This is the first semester of Grossmont’s SOGI Club, and there are already over 70 students who have attended the Club or its events, indicating this is a significant unmet need at the College. The purpose of SOGI is to create a safe and open community and provide space for lesbian, gay, bisexual, transgender, queer, intersexed, and asexual people and their allies, as well as other students that identify as non-heteronormative. SOGI endeavors to create a safe space for students to express and explore their identity without judgment, where they can be their full authentic selves, and receive peer support. The club strives to promote diversity and cultural awareness through meetings and activities and by challenging cultural norms that result in oppression.

ID F.7


One SafeZones training per semester of 25-40 individuals 3 per semester: SOGI Club events (diversity training, mental health training, multicultural Presentations)

SafeZones: $400/semester SOGI Club events: $200/semester

$200/World Arts & Culture Fund or Annual College Funding Proposal

$200 student fundraising and Associated Students

$300 Annual College Funding Proposal

. • Link to Goal

SOGI students of color suffer from the multiple oppression of racism and homophobia. Many faculty and staff are sometimes unaware of the microaggressions they commit with students that alienate or create an environment that feels unsafe. SafeZones creates that awareness and a network of visible allies (through stickers and pins) where SOGI students can find mentorship and support from faculty, students and staff of color. The SOGI club, which is about 40% students of color, also provides the mentorship and support through weekly meetings and campus events.


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• Evaluation Each SafeZones training has an entrance and exit survey which allows both quantitative and qualitative data collection. Once per semester, the students in the SOGI club will be surveyed for effectiveness and points of improvement. There is a sign-in sheet for students at each club’s meeting to track the students served.


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Summary Budget

82


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Summary Budget

To be inserted

83


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Summary Evaluation To be completed


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APPENDIX A

DEMOGRAPHIC AND STUDENT EQUITY DATA

COLLEGE PROFILE Based on the GCCCD Research Database, the following tables display the unduplicated student headcount of those who received a grade notation. Annual headcounts include “leading” summers (e.g., summer 2010 enrollments are included in the 2010-2011 annual headcount). For spring 2015, headcount is estimated using term census enrollments.

Table 1: Unduplicated Student Headcount Five-Year Trend

Table 2: Unduplicated Student Headcount by Gender, Fall 2010-2014


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Table 3: Unduplicated Student Headcount by Race/Ethnicity, Fall 2010-2014


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Table 4: Unduplicated Student Headcount by Age, Fall 2010-2014

Table 5: Unduplicated Student Headcount by Disability Status, Fall 2010-2014


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Table 6: Unduplicated Student Headcount by Economically Disadvantaged, Fall 2010-2014

Table 7: Unduplicated Student Headcount by Veteran Status, Fall 2010-2014

Table 8: Unduplicated Student Headcount by Foster Youth, Fall 2010-2014


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EVALUATION OF DISPROPORTIONATE IMPACT The data included in this appendix are part of an annual Key Performance Indicator (KPI) report prepared for Grossmont College by the Grossmont-Cuyamaca Community College District (GCCCD). The KPI report makes extensive use of the California Community Colleges Chancellor’s Office (CCCCO) Student Success Scorecard and DataMart, as well as local data. The data are disaggregated, where possible, by gender, age, ethnicity, disability status, economically disadvantaged status, veteran status, and foster youth status in order for the colleges to monitor achievement gaps. The Student Success Scorecard can be found at the following link: http://scorecard.cccco.edu/scorecard.aspx.

This Student Equity Plan presents two methodologies to measure disproportional impact for disaggregated subgroups within the California Community Colleges (CCC) student population: the 80% test and the proportionality test.

80% Test Disproportionate impact occurs when “the percentage of persons from a particular racial, ethnic, gender, age or disability group who are directed to a particular service or placement based on an assessment instrument, method, or procedure is significantly different from the representation of that group in the population of persons being assessed, and that discrepancy is not justified by empirical evidence demonstrating that the assessment instrument, method or procedure is a valid and reliable predictor of performance in the relevant educational setting.” [Title 5 Section 55502(d)]

The second-to-last column of all tables disaggregated by cohort student characteristics contains an evaluation of possible disproportionate impact for each subgroup of students using the “80% Rule” outlined in the 1978 Uniform Guidelines on Employee Selection Procedures and was used in Title VII enforcement by the U.S. Equal Opportunity Commission, Department of Labor, and the Department of Justice. The 80% Rule states that: “A selection rate for any race, sex, or ethnic group which is less than four-fifths (4/5) (or eighty percent) of the rate for the group with the highest rate will generally be regarded by the Federal enforcement agencies as evidence of adverse impact, while a greater than four-fifths rate will generally not be regarded by Federal enforcement agencies as evidence of adverse impact.” [Section 60-3, Uniform Guidelines on Employee Selection Procedure (1978); 43 FR 38295(August 25, 1978)]

Subgroups that do not comprise at least two percent of the cohort are denoted by with an asterisk (*). The bold percentage located at the bottom of the disproportionate impact column provides the outcome percentage of the reference group multiplied by 80 percent (the reference group is provided in parentheses).

Proportionality Test The last column of all tables contains the results obtained from the proportionality methodology. The proportionality methodology compares the percentage of a disaggregated subgroup in an initial cohort to its own percentage in the resultant outcome group. The formula for proportionality is the percentage in the outcome group


ATTACHMENT A90

http://scorecard.cccco.edu/scorecard.aspx

90

divided by the percentage in the original cohort (outcome percentage/cohort percentage). For example, 7.9 percent of the first-time, “degree/transfer-seeking” cohort is comprised of African American or black students; whereas 6.0 percent of the students who achieved a successful outcome (i.e., degree, certificate, transfer, or transfer-prepared) were African American or black students. Dividing 6.0% by 7.9% we find a proportionality index of 0.76. The higher the proportionality, the higher the rate at which a subgroup has attained a desired educational outcome; the lower the proportionality index, the lower the attainment rate.

The proportionality methodology does not specify at which point a proportionality index should be considered as a “disproportionate impact.” The designation of which disaggregated subgroups should be considered as disproportionately impacted will rely on the judgment of the analysis team at the college.

Proportionality Index Interpretation

1.0 Proportions of subgroups are equal.

Less Than 1.0 Subgroup is less prevalent in the outcome group.

More Than 1.0 Subgroup is more prevalent in the outcome group.

The summary tables on the following pages summarize the indicators of possible disproportionate impact by the different population groups of students across all measures investigated in this report. The summary categories are defined as:


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Table 9: Summary of Disproportionate Impact by Race/Ethnicity


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Table 10: Summary of Disproportionate Impact by Gender

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Table 11: Summary of Disproportionate Impact by Age


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Table 12: Summary of Disproportionate Impact by Disability Status, Economically Disadvantaged, Veteran Status, and Foster Youth


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College Profile College demographic data are collected from the Grossmont-Cuyamaca Community College District (GCCCD) research database. Annual headcounts include “leading” summers (e.g., summer 2010 enrollments are included in the 2010-2011 annual headcount).

Table 13: Unduplicated Student Headcount Five-Year Trend

Table 14: Unduplicated Student Headcount by Gender, Fall 2010-2014


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Table 15: Unduplicated Student Headcount by Race/Ethnicity, Fall 2010-2014


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Table 16: Unduplicated Student Headcount by Age, Fall 2010-2014

Table 17: Unduplicated Student Headcount by Disability Status, Fall 2010-2014


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Table 18: Unduplicated Student Headcount by Economically Disadvantaged, Fall 2010-2014

Table 19: Unduplicated Student Headcount by Veteran Status, Fall 2010-2014

Table 20: Unduplicated Student Headcount by Foster Youth, Fall 2010-2014


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ACCESS Access refers to the proportion of a given subpopulation enrolled in the college relative to that subpopulation’s size in the district’s service area. The college service area is defined by the zip codes in which 90% of the enrolled students reside in each given academic year (summer, fall, spring). The service area population estimates were extracted from SANDAG on 3/19/2015.

Table 21: Grossmont College Service Area Population and Student Comparison by Race/Ethnicity


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Table 22: Grossmont College Service Area Population and Student Comparison by Gender

Table 23: Grossmont College Service Area Population and Student Comparison by Age


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COURSE COMPLETION Course completion rates are based on duplicated enrollments. Successful Course Completion Rate = (Grades A, B, C, and P) / (Grades A, B, C, D, F, P, NP, I, W). The following tables include the success rates of all credit courses offered in the fall terms at the college.

Table 24: All Course Success Rates by Race/Ethnicity

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Fall

2014

Five-Year

Average

80%

Test

Proportion

Test

African American/Black

55.6%

55.1%

57.7%

52.3%

55.2%

55.2%

YES

0.80

(n = 4,557) (n = 4,299) (n = 3,635) (n = 3,895) (n = 3,778) (n = 20,164) American Indian 64.1% 64.6% 61.7% 58.9% 51.6% 61.6% NO* 0.89

(n = 343) (n = 280) (n = 193) (n = 158) (n = 128) (n = 1,102) Asian 76.6% 74.9% 76.9% 75.9% 75.4% 76.0% NO 1.10

(n = 4,072) (n = 3,759) (n = 3,411) (n = 3,365) (n = 3,204) (n = 17,811) Filipino 69.9% 71.2% 73.8% 71.0% 70.0% 71.1% NO 1.03

(n = 2,639) (n = 2,323) (n = 2,181) (n = 2,268) (n = 2,290) (n = 11,701) Hispanic/Latino 63.4% 64.3% 65.3% 63.3% 63.8% 64.0% NO 0.93

(n = 13,857) (n = 15,369) (n = 15,330) (n = 17,457) (n = 17,399) (n = 79,412) Pacific Islander 62.2% 58.0% 62.5% 66.1% 62.0% 61.7% NO* 0.90

(n = 611) (n = 514) (n = 368) (n = 277) (n = 279) (n = 2,049) White 73.0% 73.8% 75.8% 73.1% 73.6% 73.8% NO 1.07

(n = 25,277) (n = 24,426) (n = 21,828) (n = 22,388) (n = 21,226) (n = 115,145) Two or more 65.1% 65.8% 68.4% 67.6% 67.1% 66.9% NO 0.97

(n = 3,249) (n = 3,884) (n = 3,661) (n = 4,177) (n = 4,179) (n = 19,150) Total 68.6% 68.9% 70.6% 68.0% 68.3% 68.9% 60.8%

(n = 57,488) (n = 56,710) (n = 51,741) (n = 54,818) (n = 53,034) (n = 273,791) (Asian)

Table 25: All Course Success Rates by Gender

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Fall

2014

Five-Year

Average

80%

Test

Proportion

Test

Female

69.7%

70.1%

72.4%

69.2%

70.3%

70.3%

NO

1.02

(n = 31,480) (n = 30,540) (n = 27,917) (n = 29,799) (n = 28,814) (n = 148,550) Male 67.4% 67.6% 68.6% 66.6% 66.0% 67.2% NO 0.98

(n = 25,506) (n = 25,662) (n = 23,447) (n = 24,612) (n = 23,855) (n = 123,082) Total 68.6% 68.9% 70.6% 68.0% 68.3% 68.9% 56.2%

(n = 57,488) (n = 56,710) (n = 51,741) (n = 54,818) (n = 53,034) (n = 273,791) (Female)


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Table 26: All Course Success Rates by Age

Fall Fall Fall Fall Fall Five-Year 80% Proportion

2010 2011 2012 2013 2014 Average Test Test

< 20 years

20-24 years

25-29 years

30-49 years

50+ years

Total

67.0% 68.6% 69.8% 67.9% 69.2% 68.5%

(n = 19,168) (n = 19,486) (n = 17,185) (n = 18,489) (n = 18,075) (n = 92,403)

67.3% 66.6% 68.8% 65.9% 66.1% 66.9%

(n = 21,897) (n = 20,962) (n = 20,207) (n = 21,577) (n = 21,020) (n = 105,663)

70.3% 70.3% 72.4% 69.5% 67.3% 70.0%

(n = 6,998) (n = 7,117) (n = 5,987) (n = 6,318) (n = 6,193) (n = 32,613)

73.4% 73.3% 75.2% 72.0% 72.8% 73.3%

(n = 7,731) (n = 7,536) (n = 6,854) (n = 6,862) (n = 6,329) (n = 35,312)

74.9% 76.4% 76.9% 75.6% 74.4% 75.6%

(n = 1,694) (n = 1,609) (n = 1,508) (n = 1,572) (n = 1,417) (n = 7,800)

68.6% 68.9% 70.6% 68.0% 68.3% 68.9%

(n = 57,488) (n = 56,710) (n = 51,741) (n = 54,818) (n = 53,034) (n = 273,791)

NO 0.99

NO 0.97

NO 1.02

NO 1.06

NO 1.10

58.7%

(30-49 years)

Table 27: All Course Success Rates by Disability Status

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Fall

2014

Five-Year

Average

80%

Test

Proportion

Test

Yes

65.6%

67.5%

69.1%

66.4%

68.8%

67.5%

NO

0.98

(n = 4,566) (n = 4,650) (n = 4,789) (n = 4,888) (n = 4,338) (n = 23,231) No 68.9% 69.0% 70.8% 68.2% 68.3% 69.0% NO 1.00

(n = 52,922) (n = 52,060) (n = 46,952) (n = 49,930) (n = 48,696) (n = 250,560) Total 68.6% 68.9% 70.6% 68.0% 68.3% 68.9% 55.2%

(n = 57,488) (n = 56,710) (n = 51,741) (n = 54,818) (n = 53,034) (n = 273,791) (Not DSPS)

Table 28: All Course Success Rates by Economically Disadvantaged

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Fall

2014

Five-Year

Average

80%

Test

Proportion

Test

Yes

65.8%

66.3%

68.9%

66.1%

66.6%

66.7%

NO

0.97

(n = 29,445) (n = 32,603) (n = 31,391) (n = 34,654) (n = 33,918) (n = 162,011) No 71.6% 72.4% 73.3% 71.3% 71.3% 72.0% NO 1.04

(n = 28,043) (n = 24,107) (n = 20,350) (n = 20,164) (n = 19,116) (n = 111,780) Total 68.6% 68.9% 70.6% 68.0% 68.3% 68.9% 57.6%

(n = 57,488) (n = 56,710) (n = 51,741) (n = 54,818) (n = 53,034) (n = 273,791) (Not Econ)


ATTACHMENT A103

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Table 29: All Course Success Rates by Veteran Status

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Fall

2014

Five-Year

Average

80%

Test

Proportion

Test

Yes

71.6%

71.4%

68.6%

68.3%

66.7%

69.5%

NO

1.01

(n = 3,949) (n = 4,145) (n = 3,539) (n = 3,589) (n = 3,135) (n = 18,357) No 68.4% 68.7% 70.8% 68.0% 68.4% 68.8% NO 1.00

(n = 53,539) (n = 52,565) (n = 48,202) (n = 51,229) (n = 49,899) (n = 255,434) Total 68.6% 68.9% 70.6% 68.0% 68.3% 68.9% 55.1%

(n = 57,488) (n = 56,710) (n = 51,741) (n = 54,818) (n = 53,034) (n = 273,791) (Not Vet)

Table 30: All Course Success Rates by Foster Youth Status

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Fall

2014

Five-Year

Average

80%

Test

Proportion

Test

Yes

57.4%

52.4%

48.2%

50.8%

44.8%

50.6%

YES*

0.74

(n = 263) (n = 374) (n = 338) (n = 307) (n = 288) (n = 1,570) No 68.7% 69.0% 70.8% 68.1% 68.4% 69.0% NO 1.00

(n = 57,225) (n = 56,336) (n = 51,403) (n = 54,511) (n = 52,746) (n = 272,221) Total 68.6% 68.9% 70.6% 68.0% 68.3% 68.9% 55.2%

(n = 57,488) (n = 56,710) (n = 51,741) (n = 54,818) (n = 53,034) (n = 273,791) (Not FY)


ATTACHMENT A104

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ESL AND BASIC SKILLS COMPLETION With the exception of the foster youth data, the data reported below are based on the Student Success Scorecard remedial progress rates. The initial cohort of students is comprised of those first-time students whose first attempt in an English, ESL, or math course was below transfer- level (ENGL-120 or MATH 103/110). The cohort year is based on the academic year of the first attempt. Students with successful outcomes are those students who successfully completed the corresponding transfer-level course within six years of their first attempt.

English

Table 31: Remedial English Progress Rates by Race/Ethnicity

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

African American

35.2%

26.9%

35.7%

32.9%

32.9%

32.7%

YES

0.72

(n = 250) (n = 271) (n = 280) (n = 334) (n = 307) (n = 1,442)

American Indian 45.7% 34.5% 42.1% 59.4% 29.6% 42.9% YES* 0.94

(n = 35) (n = 29) (n = 38) (n = 32) (n = 27) (n = 161)

Asian 51.9% 51.8% 55.6% 59.4% 56.0% 54.8% NO 1.21

(n = 160) (n = 139) (n = 144) (n = 133) (n = 134) (n = 710)

Filipino 43.9% 52.4% 54.2% 47.3% 49.0% 49.4% NO 1.09

(n = 139) (n = 147) (n = 142) (n = 146) (n = 145) (n = 719)

Hispanic 40.1% 43.0% 41.6% 40.7% 39.1% 40.9% YES 0.90

(n = 548) (n = 553) (n = 632) (n = 605) (n = 673) (n = 3,011)

Pacific Islander 36.6% 46.7% 31.9% 45.3% 31.7% 38.0% YES* 0.84

(n = 41) (n = 30) (n = 47) (n = 64) (n = 63) (n = 245)

White 48.9% 48.2% 46.2% 48.5% 48.4% 48.1% NO 1.06

(n = 1,345) (n = 1,241) (n = 1,246) (n = 1,348) (n = 1,259) (n = 6,439)

Unknown 50.9% 56.6% 54.9% 52.9% 41.4% 50.9% NO 1.12

(n = 216) (n = 212) (n = 255) (n = 274) (n = 292) (n = 1,249)

Total 45.8% 45.8% 45.5% 46.0% 43.7% 45.4% 43.8% (n = 2,734) (n = 2,622) (n = 2,784) (n = 2,936) (n = 2,900) (n = 13,976) (Asian)


ATTACHMENT A105

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Table 32: Remedial English Progress Rates by Gender

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Female

46.1%

47.9%

47.1%

48.4%

46.7%

47.3%

NO

1.04

(n = 1,524) (n = 1,404) (n = 1,468) (n = 1,555) (n = 1,560) (n = 7,511) Male 45.4% 43.3% 43.4% 43.0% 40.2% 43.0% NO 0.95

(n = 1,200) (n = 1,202) (n = 1,289) (n = 1,364) (n = 1,315) (n = 6,370) Total 45.8% 45.8% 45.5% 46.0% 43.7% 45.4% 37.8%

(n = 2,734) (n = 2,622) (n = 2,784) (n = 2,936) (n = 2,900) (n = 13,976) (Female)

Table 33: Remedial English Progress Rates by Age

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

<20 years

53.4%

51.2%

50.1%

51.0%

47.8%

50.7%

NO

1.12

(n = 1,700) (n = 1,658) (n = 1,774) (n = 1,873) (n = 1,810) (n = 8,815) 20-24 years 38.7% 41.6% 39.8% 40.7% 37.6% 39.6% YES 0.87

(n = 550) (n = 541) (n = 563) (n = 600) (n = 612) (n = 2,866) 25-39 years 29.9% 33.3% 37.0% 33.4% 39.7% 34.8% YES 0.77

(n = 341) (n = 321) (n = 338) (n = 329) (n = 363) (n = 1,692) 40+ years 19.6% 20.6% 27.5% 30.6% 24.3% 24.5% YES 0.54

(n = 143) (n = 102) (n = 109) (n = 134) (n = 115) (n = 603) Total 45.8% 45.8% 45.5% 46.0% 43.7% 45.4% 40.5%

(n = 2,734) (n = 2,622) (n = 2,784) (n = 2,936) (n = 2,900) (n = 13,976) (<20 years)

Table 34: Remedial English Progress Rates by Disability Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

34.1%

35.1%

47.1%

38.1%

40.4%

39.0%

NO

0.86

(n = 170) (n = 171) (n = 172) (n = 215) (n = 213) (n = 941)

No 46.5% 46.6% 45.4% 46.6% 44.0% 45.8% NO 1.01

(n = 2,564) (n = 2,451) (n = 2,612) (n = 2,721) (n = 2,687) (n = 13,035) Total 45.8% 45.8% 45.5% 46.0% 43.7% 45.4% 36.7%

(n = 2,734) (n = 2,622) (n = 2,784) (n = 2,936) (n = 2,900) (n = 13,976) (Not DSPS)


ATTACHMENT A106

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Table 35: Remedial English Progress Rates by Economically Disadvantaged

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

43.5%

44.2%

44.8%

45.4%

42.3%

43.9%

NO

0.97

(n = 1,301) (n = 1,236) (n = 1,371) (n = 1,400) (n = 1,707) (n = 7,015)

No 47.8% 47.3% 46.2% 46.6% 45.8% 46.8% NO 1.03

(n = 1,433) (n = 1,386) (n = 1,413) (n = 1,536) (n = 1,193) (n = 6,961)

Total 45.8% 45.8% 45.5% 46.0% 43.7% 45.4% 37.4% (n = 2,734) (n = 2,622) (n = 2,784) (n = 2,936) (n = 2,900) (n = 13,976) (No Econ)

Table 36: Remedial English Progress Rates by Veteran Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

42.2%

42.2%

46.6%

49.7%

51.5%

46.1%

NO

1.02

(n = 166) (n = 180) (n = 163) (n = 143) (n = 134) (n = 786)

No 46.0% 46.1% 45.4% 45.8% 43.3% 45.3% NO 1.00

(n = 2,568) (n = 2,442) (n = 2,621) (n = 2,793) (n = 2,766) (n = 13,190)

Total 45.8% 45.8% 45.5% 46.0% 43.7% 45.4% 36.3% (n = 2,734) (n = 2,622) (n = 2,784) (n = 2,936) (n = 2,900) (n = 13,976) (Non Vet)

Table 37: Developmental English Sequence Completion by Foster Youth Status

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Fall

2012

Five-Year

Average

80%

Test

Proportion

Test

Yes

50.0%

31.3%

46.7%

29.4%

0.0%

32.8%

YES*

0.71

(n = 1 to 9) (n = 16) (n = 15) (n = 17) (n = 1 to 9) (n = 61) No 44.8% 42.7% 45.5% 48.5% 50.1% 46.3% NO 1.00

(n = 1,097) (n = 1,169) (n = 1,213) (n = 1,204) (n = 1,037) (n = 5,720) Total 44.8% 42.5% 45.5% 48.2% 49.8% 46.1% 37.0%

(n = 1,103) (n = 1,185) (n = 1,228) (n = 1,221) (n = 1,044) (n = 5,781) (Not FY)

(The data in Table 37 are from the Grossmont College KPI report and summarize the enrollment patterns among first-time students that were enrolled in developmental English (ENGL-090 or ENGL-098) in their first-year at the college, and successfully completed a college level course at either college in the discipline within two years.)


ATTACHMENT A107

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ESL

Table 38: Remedial ESL Progress Rates by Race/Ethnicity

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

African American

45.0%

61.5%

55.6%

52.2%

76.0%

58.6%

NO

0.99

(n = 20) (n = 13) (n = 18) (n = 23) (n = 25) (n = 99)

American Indian NA NA NA NA NA NA N/A N/A

(n = 0) (n = 0) (n = 0) (n = 0) (n = 0) (n = 0)

Asian 74.2% 68.1% 61.1% 65.5% 69.8% 68.4% NO 1.16

(n = 62) (n = 47) (n = 36) (n = 58) (n = 53) (n = 256)

Filipino 100.0% 0.0% 20.0% 9.1% 25.0% 17.9% YES 0.30

(n = 1) (n = 3) (n = 5) (n = 11) (n = 8) (n = 28)

Hispanic 56.9% 51.7% 59.7% 44.1% 45.6% 51.1% YES 0.86

(n = 65) (n = 58) (n = 72) (n = 93) (n = 68) (n = 356)

Pacific Islander 0.0% 0.0% 100.0% 100.0% NA 50.0% YES* N/A

(n = 1) (n = 1) (n = 1) (n = 1) (n = 0) (n = 4)

White 68.8% 69.5% 54.4% 57.5% 69.5% 63.8% NO 1.08

(n = 77) (n = 59) (n = 79) (n = 73) (n = 82) (n = 370)

Unknown 70.3% 52.6% 54.5% 51.4% 65.4% 59.4% NO 1.00

(n = 37) (n = 38) (n = 33) (n = 37) (n = 52) (n = 197)

Total 65.4% 59.8% 56.6% 52.0% 62.5% 59.2% 55.8% (n = 263) (n = 219) (n = 244) (n = 296) (n = 288) (n = 1,310) (Asian)

Table 39: Remedial ESL Progress Rates by Gender

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Female

71.6%

62.6%

53.1%

55.6%

59.2%

60.2%

NO

1.02

(n = 155) (n = 107) (n = 145) (n = 180) (n = 174) (n = 761)

Male 56.5% 57.1% 61.2% 46.6% 66.7% 57.4% NO 0.97

(n = 108) (n = 112) (n = 98) (n = 116) (n = 108) (n = 542)

Total 65.4% 59.8% 56.6% 52.0% 62.5% 59.2% 47.4% (n = 263) (n = 219) (n = 244) (n = 296) (n = 288) (n = 1,310) (Female)


ATTACHMENT A108

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Table 40: Remedial ESL Progress Rates by Age

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

<20 years

77.8%

68.2%

70.6%

66.7%

67.6%

70.6%

NO

1.19

(n = 45) (n = 22) (n = 34) (n = 42) (n = 37) (n = 180)

20-24 years 67.2% 62.5% 57.7% 67.5% 82.6% 67.3% NO 1.14

(n = 58) (n = 48) (n = 52) (n = 77) (n = 46) (n = 281)

25-39 years 66.0% 56.4% 53.4% 45.0% 64.3% 57.2% NO 0.97

(n = 103) (n = 101) (n = 103) (n = 109) (n = 126) (n = 542)

40+ years 52.6% 60.4% 52.7% 36.8% 45.6% 48.5% YES 0.82

(n = 57) (n = 48) (n = 55) (n = 68) (n = 79) (n = 307)

Total 65.4% 59.8% 56.6% 52.0% 62.5% 59.2% 56.4% (n = 263) (n = 219) (n = 244) (n = 296) (n = 288) (n = 1,310) (<20 years)

Table 41: Remedial ESL Progress Rates by Disability Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

90.5%

70.0%

68.8%

76.9%

58.3%

75.0%

NO

1.27

(n = 21) (n = 10) (n = 16) (n = 13) (n = 12) (n = 72)

No 63.2% 59.3% 55.7% 50.9% 62.7% 58.2% NO 0.98

(n = 242) (n = 209) (n = 228) (n = 283) (n = 276) (n = 1,238) Total 65.4% 59.8% 56.6% 52.0% 62.5% 59.2% 50.1%

(n = 263) (n = 219) (n = 244) (n = 296) (n = 288) (n = 1,310) (Not DSPS)

Table 42: Remedial ESL Progress Rates by Economically Disadvantaged

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

71.4%

65.2%

59.4%

57.7%

65.7%

63.8%

NO

1.08

(n = 175) (n = 155) (n = 175) (n = 196) (n = 233) (n = 934)

No 53.4% 46.9% 49.3% 41.0% 49.1% 47.6% NO 0.80

(n = 88) (n = 64) (n = 69) (n = 100) (n = 55) (n = 376)

Total 65.4% 59.8% 56.6% 52.0% 62.5% 59.2% 39.3% (n = 263) (n = 219) (n = 244) (n = 296) (n = 288) (n = 1,310) (No Econ)


ATTACHMENT A109

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Table 43: Remedial ESL Progress Rates by Veteran Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

50.0%

100.0%

0.0%

25.0%

50.0%

50.0%

NO*

0.85

(n = 4) (n = 4) (n = 2) (n = 4) (n = 2) (n = 16)

No 65.6% 59.1% 57.0% 52.4% 62.6% 59.3% NO 1.00

(n = 259) (n = 215) (n = 242) (n = 292) (n = 286) (n = 1,294)

Total 65.4% 59.8% 56.6% 52.0% 62.5% 59.2% 47.4% (n = 263) (n = 219) (n = 244) (n = 296) (n = 288) (n = 1,310) (Non Vet)

Math

Table 44: Remedial Math Progress Rates by Race/Ethnicity

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

African American

22.1%

22.4%

22.4%

22.9%

27.9%

23.5%

YES

0.67

(n = 181) (n = 183) (n = 183) (n = 236) (n = 183) (n = 966)


(n = 24) (n = 19) (n = 19) (n = 16) (n = 28) (n = 106)

Asian 47.8% 47.4% 49.0% 59.1% 45.5% 49.8% NO 1.42

(n = 46) (n = 38) (n = 51) (n = 44) (n = 44) (n = 223)

Filipino 47.6% 48.5% 37.8% 35.2% 35.4% 41.3% NO 1.18

(n = 42) (n = 66) (n = 37) (n = 54) (n = 48) (n = 247)

Hispanic 30.1% 30.0% 34.4% 35.2% 27.6% 31.4% YES 0.89

(n = 319) (n = 300) (n = 302) (n = 304) (n = 340) (n = 1,565)


(n = 26) (n = 12) (n = 28) (n = 31) (n = 23) (n = 120)

White 41.6% 39.1% 37.3% 37.8% 36.6% 38.6% YES 1.10

(n = 645) (n = 565) (n = 579) (n = 545) (n = 533) (n = 2,867)

Unknown 40.0% 40.9% 38.2% 38.1% 36.8% 38.7% YES 1.10

(n = 135) (n = 115) (n = 131) (n = 126) (n = 152) (n = 659)



ATTACHMENT A110

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Table 45: Remedial Math Progress Rates by Gender

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Female

39.8%

37.5%

39.6%

38.4%

35.1%

38.1%

NO

1.09

(n = 860) (n = 761) (n = 770) (n = 802) (n = 796) (n = 3,989) Male 31.4% 32.0% 28.2% 30.7% 30.9% 30.6% NO 0.87

(n = 548) (n = 528) (n = 549) (n = 547) (n = 538) (n = 2,710) Total 36.6% 35.3% 35.0% 35.3% 33.2% 35.1% 30.5%

(n = 1,418) (n = 1,298) (n = 1,330) (n = 1,356) (n = 1,351) (n = 6,753) (Female)

Table 46: Remedial Math Progress Rates by Age

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

<20 years

36.3%

35.3%

36.9%

34.9%

31.4%

35.0%

NO

0.94

(n = 532) (n = 546) (n = 537) (n = 565) (n = 523) (n = 2,703) 20-24 years 38.1% 34.8% 32.1% 33.3% 28.3% 33.3% NO 0.85

(n = 433) (n = 374) (n = 399) (n = 408) (n = 414) (n = 2,028) 25-39 years 38.1% 37.1% 31.7% 38.1% 41.6% 37.3% NO 1.25

(n = 299) (n = 267) (n = 287) (n = 268) (n = 286) (n = 1,407) 40+ years 30.5% 32.4% 44.9% 37.4% 38.3% 36.3% NO 1.15

(n = 154) (n = 111) (n = 107) (n = 115) (n = 128) (n = 615) Total 36.6% 35.3% 35.0% 35.3% 33.2% 35.1% 29.9%

(n = 1,418) (n = 1,298) (n = 1,330) (n = 1,356) (n = 1,351) (n = 6,753) (25-39 years)

Table 47: Remedial Math Progress Rates by Disability Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

43.4%

30.4%

39.7%

37.9%

41.0%

38.6%

NO

1.10

(n = 145) (n = 135) (n = 136) (n = 140) (n = 156) (n = 712) No 35.8% 35.9% 34.4% 35.0% 32.2% 34.7% NO 0.99

(n = 1,273) (n = 1,163) (n = 1,194) (n = 1,216) (n = 1,195) (n = 6,041) Total 36.6% 35.3% 35.0% 35.3% 33.2% 35.1% 27.7%

(n = 1,418) (n = 1,298) (n = 1,330) (n = 1,356) (n = 1,351) (n = 6,753) (Not DSPS)


ATTACHMENT A111

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Table 48: Remedial Math Progress Rates by Economically Disadvantaged

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

36.6%

37.2%

34.7%

33.9%

34.6%

35.4%

NO

1.01

(n = 764) (n = 704) (n = 778) (n = 746) (n = 914) (n = 3,906)

No 36.5% 33.0% 35.3% 36.9% 30.4% 34.7% NO 0.99

(n = 654) (n = 594) (n = 552) (n = 610) (n = 437) (n = 2,847)


Table 49: Remedial Math Progress Rates by Veteran Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

44.0%

41.3%

39.6%

44.1%

58.5%

45.2%

NO

1.29

(n = 134) (n = 104) (n = 106) (n = 102) (n = 94) (n = 540)

No 35.8% 34.8% 34.6% 34.5% 31.3% 34.2% NO 0.97

(n = 1,284) (n = 1,194) (n = 1,224) (n = 1,254) (n = 1,257) (n = 6,213)


Table 50: Developmental Math Sequence Completion by Foster Youth Status

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Fall

2012

Five-Year

Average

80%

Test

Proportion

Test

Yes

20.0%

0.0%

0.0%

0.0%

0.0%

2.9%

YES*

0.10

(n = 1 to 9) (n = 11) (n = 1 to 9) (n = 1 to 9) (n = 1 to 9) (n = 34) No 23.8% 26.7% 23.8% 34.8% 39.7% 30.2% NO 1.01

(n = 667) (n = 783) (n = 755) (n = 1,016) (n = 760) (n = 3,981) Total 23.8% 26.3% 23.6% 34.6% 39.6% 30.0% 24.2%

(n = 672) (n = 794) (n = 762) (n = 1,024) (n = 763) (n = 4,015) (Not FY)

(The data in Table 50 are from the Grossmont College KPI report and summarize the enrollment patterns among first-time students that were enrolled in developmental math (MATH-080, MATH-088, or MATH-090) in their first- year at the college, and successfully completed a college level course at either college in the discipline within two years.)


ATTACHMENT A112

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DEGREE AND CERTIFICATE COMPLETION The degree and certificate completion data are derived from the completion cohorts in the Student Success Scorecard. The completion cohorts comprise of first time students in the system that earned at least six units (within six years of their first enrollments) and attempted any level of math or English within three years.

Table 49: Degree/Certificate Completion Rates by Race/Ethnicity

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

African American

17.0%

10.8%

13.8%

14.1%

16.7%

14.4%

YES

0.85

(n = 176) (n = 204) (n = 210) (n = 241) (n = 209) (n = 1,040) American Indian 22.6% 10.7% 16.7% 17.2% 15.0% 16.7% YES* 0.99

(n = 31) (n = 28) (n = 30) (n = 29) (n = 20) (n = 138) Asian 16.5% 24.8% 14.0% 25.0% 30.9% 22.4% NO 1.32

(n = 127) (n = 105) (n = 114) (n = 104) (n = 136) (n = 586) Filipino 11.3% 21.2% 21.7% 10.3% 17.8% 16.5% YES 0.98

(n = 115) (n = 118) (n = 106) (n = 107) (n = 135) (n = 581) Hispanic 15.0% 14.0% 12.9% 14.2% 15.0% 14.2% YES 0.84

(n = 460) (n = 429) (n = 504) (n = 485) (n = 565) (n = 2,443) Pacific Islander 15.2% 15.6% 8.2% 18.2% 15.6% 14.8% YES* 0.87

(n = 33) (n = 32) (n = 49) (n = 66) (n = 64) (n = 244) White 18.6% 16.3% 18.4% 18.4% 17.2% 17.8% YES 1.05

(n = 1,286) (n = 1,197) (n = 1,265) (n = 1,240) (n = 1,200) (n = 6,188) Unknown 16.3% 21.5% 18.1% 18.4% 15.5% 17.8% YES 1.05

(n = 245) (n = 214) (n = 237) (n = 250) (n = 310) (n = 1,256) Total 17.1% 16.4% 16.6% 17.1% 17.2% 16.9% 17.9%

(n = 2,473) (n = 2,327) (n = 2,515) (n = 2,522) (n = 2,639) (n = 12,476) (Asian)

Table 50: Degree/Certificate Completion Rates by Gender

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Female

18.3%

18.5%

17.6%

20.6%

18.7%

18.7%

NO

1.11

(n = 1,367) (n = 1,216) (n = 1,361) (n = 1,342) (n = 1,401) (n = 6,687) Male 15.9% 14.0% 15.6% 13.2% 15.4% 14.8% YES 0.88

(n = 1,090) (n = 1,095) (n = 1,136) (n = 1,155) (n = 1,200) (n = 5,676) Total 17.1% 16.4% 16.6% 17.1% 17.2% 16.9% 15.0%

(n = 2,473) (n = 2,327) (n = 2,515) (n = 2,522) (n = 2,639) (n = 12,476) (Female)


ATTACHMENT A113

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Table 51: Degree/Certificate Completion Rates by Age

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

<20 years

16.8%

17.0%

16.9%

18.0%

16.6%

17.1%

NO

1.01

(n = 1,966) (n = 1,907) (n = 2,054) (n = 2,074) (n = 2,096) (n = 10,097) 20-24 years 14.5% 15.7% 13.3% 11.8% 16.9% 14.5% YES 0.86

(n = 234) (n = 204) (n = 249) (n = 229) (n = 272) (n = 1,188) 25-39 years 20.8% 10.8% 15.3% 11.3% 21.7% 16.4% YES 0.97

(n = 183) (n = 158) (n = 144) (n = 141) (n = 189) (n = 815) 40+ years 24.4% 15.5% 22.1% 17.9% 22.0% 20.7% NO 1.23

(n = 90) (n = 58) (n = 68) (n = 78) (n = 82) (n = 376) Total 17.1% 16.4% 16.6% 17.1% 17.2% 16.9% 16.6%

(n = 2,473) (n = 2,327) (n = 2,515) (n = 2,522) (n = 2,639) (n = 12,476) (40+ years)

Table 52: Degree/Certificate Completion Rates by Disability Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

19.4%

15.4%

14.7%

14.2%

20.6%

17.0%

NO

1.00

(n = 124) (n = 136) (n = 136) (n = 134) (n = 165) (n = 695)

No 17.0% 16.5% 16.7% 17.3% 16.9% 16.9% NO 1.00

(n = 2,349) (n = 2,191) (n = 2,379) (n = 2,388) (n = 2,474) (n = 11,781)

Total 17.1% 16.4% 16.6% 17.1% 17.2% 16.9% 13.5% (n = 2,473) (n = 2,327) (n = 2,515) (n = 2,522) (n = 2,639) (n = 12,476) (Not DSPS)

Table 53: Degree/Certificate Completion Rates by Economically Disadvantaged

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

18.3%

18.5%

17.5%

19.0%

19.4%

18.6%

NO

1.10

(n = 1,373) (n = 1,251) (n = 1,438) (n = 1,422) (n = 1,788) (n = 7,272)

No 15.7% 14.0% 15.4% 14.6% 12.5% 14.5% NO 0.86

(n = 1,100) (n = 1,076) (n = 1,077) (n = 1,100) (n = 851) (n = 5,204)



ATTACHMENT A114

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Table 54: Degree/Certificate Completion Rates by Veteran Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

21.9%

19.0%

22.0%

21.8%

27.2%

22.1%

NO

1.31

(n = 137) (n = 121) (n = 127) (n = 101) (n = 92) (n = 578)

No 16.9% 16.3% 16.3% 16.9% 16.8% 16.6% NO 0.98

(n = 2,336) (n = 2,206) (n = 2,388) (n = 2,421) (n = 2,547) (n = 11,898)



ATTACHMENT A115

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TRANSFER The transfer rate data are derived from the completion cohorts in the Student Success Scorecard. The completion cohorts comprise of first time students in the system that earned at least six units (within six years of their first enrollments) and attempted any level of math or English within three years. The completion cohorts were then matched against the National Student Clearinghouse, CSU, and UC data files to find students enrolled in four year universities within six years of the time students first enrolled at the college.

Table 55: Transfer Rates by Race/Ethnicity

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

African American

34.1%

28.4%

31.0%

30.7%

30.1%

30.8%

YES

0.83

(n = 176) (n = 204) (n = 210) (n = 241) (n = 209) (n = 1,040)


(n = 31) (n = 28) (n = 30) (n = 29) (n = 20) (n = 138)

Asian 41.7% 49.5% 47.4% 49.0% 47.1% 46.8% NO 1.26

(n = 127) (n = 105) (n = 114) (n = 104) (n = 136) (n = 586)

Filipino 37.4% 40.7% 42.5% 35.5% 45.2% 40.4% NO 1.09

(n = 115) (n = 118) (n = 106) (n = 107) (n = 135) (n = 581)

Hispanic 32.2% 33.6% 32.5% 29.5% 30.3% 31.5% YES 0.85

(n = 460) (n = 429) (n = 504) (n = 485) (n = 565) (n = 2,443)


(n = 33) (n = 32) (n = 49) (n = 66) (n = 64) (n = 244)

White 41.5% 39.3% 38.2% 39.9% 36.5% 39.1% NO 1.05

(n = 1,286) (n = 1,197) (n = 1,265) (n = 1,240) (n = 1,200) (n = 6,188)

Unknown 43.3% 44.4% 40.5% 37.6% 35.2% 39.8% NO 1.07

(n = 245) (n = 214) (n = 237) (n = 250) (n = 310) (n = 1,256)



ATTACHMENT A116

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Table 56: Transfer Rates by Gender

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Female

39.5%

39.6%

37.5%

37.7%

35.3%

37.8%

NO

1.02

(n = 1,367) (n = 1,216) (n = 1,361) (n = 1,342) (n = 1,401) (n = 6,687)

Male 38.5% 36.3% 36.4% 35.0% 34.8% 36.2% NO 0.97

(n = 1,090) (n = 1,095) (n = 1,136) (n = 1,155) (n = 1,200) (n = 5,676)

Total 39.0% 38.0% 37.0% 36.6% 35.1% 37.1% 30.3% (n = 2,473) (n = 2,327) (n = 2,515) (n = 2,522) (n = 2,639) (n = 12,476) (Female)

Table 57: Transfer Rates by Age

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

<20 years

42.0%

40.8%

40.1%

39.1%

37.8%

39.9%

NO

1.08

(n = 1,966) (n = 1,907) (n = 2,054) (n = 2,074) (n = 2,096) (n = 10,097)

20-24 years 36.3% 30.9% 26.1% 27.9% 33.1% 30.9% YES 0.83

(n = 234) (n = 204) (n = 249) (n = 229) (n = 272) (n = 1,188)

25-39 years 21.9% 22.8% 22.9% 26.2% 17.5% 22.0% YES 0.59

(n = 183) (n = 158) (n = 144) (n = 141) (n = 189) (n = 815)

40+ years 14.4% 13.8% 13.2% 14.1% 14.6% 14.1% YES 0.38

(n = 90) (n = 58) (n = 68) (n = 78) (n = 82) (n = 376)

Total 39.0% 38.0% 37.0% 36.6% 35.1% 37.1% 31.9% (n = 2,473) (n = 2,327) (n = 2,515) (n = 2,522) (n = 2,639) (n = 12,476) (< 20 years)

Table 58: Transfer Rates by Disability Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

28.2%

25.0%

21.3%

20.1%

23.0%

23.5%

YES

0.63

(n = 124) (n = 136) (n = 136) (n = 134) (n = 165) (n = 695)

No 39.5% 38.8% 37.9% 37.5% 35.9% 37.9% NO 1.02

(n = 2,349) (n = 2,191) (n = 2,379) (n = 2,388) (n = 2,474) (n = 11,781)

Total 39.0% 38.0% 37.0% 36.6% 35.1% 37.1% 30.3% (n = 2,473) (n = 2,327) (n = 2,515) (n = 2,522) (n = 2,639) (n = 12,476) (Not DSPS)


ATTACHMENT A117

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Table 59: Transfer Rates by Economically Disadvantaged

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

35.7%

36.3%

33.7%

33.5%

32.2%

34.1%

NO

0.92

(n = 1,373) (n = 1,251) (n = 1,438) (n = 1,422) (n = 1,788) (n = 7,272)

No 43.1% 40.1% 41.4% 40.6% 41.2% 41.3% NO 1.11

(n = 1,100) (n = 1,076) (n = 1,077) (n = 1,100) (n = 851) (n = 5,204)


Table 60: Transfer Rates by Veteran Status

2004-05 to

2009-10

2005-06 to

2010-11

2006-07 to

2011-12

2007-08 to

2012-13

2008-09 to

2013-14

Five-Year

Average

80%

Test

Proportion

Test

Yes

37.2%

48.8%

34.6%

38.6%

35.9%

39.1%

NO

1.05

(n = 137) (n = 121) (n = 127) (n = 101) (n = 92) (n = 578)

No 39.1% 37.4% 37.1% 36.5% 35.1% 37.0% NO 1.00

(n = 2,336) (n = 2,206) (n = 2,388) (n = 2,421) (n = 2,547) (n = 11,898)



ATTACHMENT A118

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