2015-2016 ATHLETICS PROGRAM REVIEW

Section 1: Program/Department Information and Summary

1. List those who participated in the writing or reviewing of this document

Employee Name Participated in Writing Participated in Reviewing Steve Cassady X X Nancy Bates X Jessica Casey X Bob Casey X

Scott McCall X

Bill Russell X

Allen Huddleston X

Chris Pedretti X

Suzanne McGhee X

Karin Umemura

Louis Foy X

Scott Lemberger X

Yasuko Tanabe

Pat Kelly X

2. Program Mission Statement

Provide opportunities for intercollegiate participation from which Merced College student-

athletes may develop their full potential athletically, academically, and socially.

3. Briefly Describe the Purpose of your Program

(Note: Identify how your area serves the mission of the institution. Please limit to a single, brief paragraph.)

To prepare student-athletes for intercollegiate competition; to assist student-athletes with

matriculation as fully vested students of Merced College; to administer and supervise home and

away games; athletic training services; and sports information services; to facilitate students into

academic athletic counseling in concert with the campus student success initiatives; to comply

with federal and state law regarding Title IX; to operate efficiently under Ed code and board

policy a multi-student intercollegiate athletics offering.

Merced College Athletics endorse the concept of student-athlete with equal emphasis on both

sides of the hyphen. Blue Devil athletic teams are comprised of Merced College students; in

order to participate on a school team, athletes first must be students. State rules mandate a

minimum of 12 units (full-time status) during the season of sport, a minimum of 24 units

completed with a minimum 2.0 GPA by the beginning of the second season. We stress

maximum dedication to competitive opportunities; maximum attention to classroom demands.

We are not inclined to sacrifice one to obtain the other. We expect and generally receive both.

4. Service Area Outcomes and/or Student Learning Outcomes / Means of Assessment (synonymous with instruction “Program Learning

Outcomes”)

COMPLETED AT THE BEGINNING OF THE YEAR COMPLETED AT THE END OF THE YEAR

Service Area Outcomes and/or Student Learning Outcomes

Link to Service Goal/Campus Goal/Strategic Initiative/Student Equity Plan/Other

Means of Assessment (i.e. survey, focus group, research, best practices of other institutions, etc.)

Completion (or anticipated completion) / Assessment Data and Results

Analysis and Interpretation of Results (include benchmarks, what did you discover, etc.)

Plans for Improvement (recommendations, next steps, etc.)

1

All student athletes will have a comprehensive education plan by the end of their first term at the college.

PG# 8; CCCAA by-law 1.3.1

Data will be gathered from SARS and the SSSP dashboard

86.5% of student athletes have a Comprehensive Education Plan (CEP)

Benchmark was not met. The overall Merced College population only has 67.7% of students with a CEP, indicating our student athletes and counselors are doing a great job of serving them, but we continue to have needs that are unmet. It should be noted that 100% of student athletes have an abbreviated education plan.

We plan to work with the counseling cohort to increase the number of hours intrusive athletic counseling occurs as well as where these services are provided. It is hoped that an athletic counselor can be housed within the Athletics office area.

3

Student athletes will exceed the general student body in completing the four core SSSP steps and in cumulative GPA.

PG # 8 Colleague database Student Athletes exceed the general student body in completing the four core SSSP steps and in cumulative GPA. (See Attachment B).

Benchmark met. While the data is very encouraging with our student athletes exceeding the Merced College general student body the addition of more services would allow Athletics to enhance the rate of student athlete success.

We plan to work with the counseling cohort to increase the number of hours intrusive athletic counseling occurs as well as where these services are provided. It is hoped that an athletic counselor can be housed within the Athletics office area.

5. The dialogue that occurred while planning assessments, evaluating data results, and determining plans took

place…

☒…with others in my program/department during (department meetings, small groups, etc.)

☒…during on-campus workshops, flex, etc.

☒…over email or some other form of electronic communication

☒…in consultation and work meetings with the Student Services Program Review Coordinator

☒…with colleagues from other campuses

☒…with my dean/director and/or colleagues in my division

☐…other

☐…no dialogue occurred

AD talks to every coach, trainer, and support personnel every day of the school year and often

during breaks. Dialogue is ongoing and comprehensive relative to the programs’ progress and

needs. We don’t hold meetings in Athletics but probably we communicate more directly and

frequently—hence as or more effectively than any place on campus.

Section 2: Program Summary (i.e. services offered to students) 6. Please provide your program service level data/number of contacts from the two previous program years

(2013-2014 and 2014-2015) as the basis of your analysis for this annual program review cycle.

Note: Current year’s data is no longer needed to complete program review. The analysis from this section is now the

last two years of data from your program.

Table 1: General Program Data (all students; aggregated)

Service Offered 2013-2014 Merced

2013-2014 Los Banos

2013-2014 Total

2014-2015 Merced

2014-2015 Los Banos

2014-2015 Total

football 75 0 75 79 0 79

volleyball 12 0 12 11 0 11

softball 15 0 15 15 0 15

baseball 24 0 24 28 0 28

w. basketball 15 0 15 16 0 16

m. basketball 13 0 13 15 0 15

w. water polo 15 0 15 16 0 16

m. water polo 18 0 18 14 0 14

w. track & field 9 0 9 8 0 0

m. track & field 21 0 21 18 0 18

w. swim & dive 17 0 17 16 0 16

Table 2: Student Equity Data (all students; disaggregated) Choose one service offered and disaggregate the data by each of the listed targeted population Note: The Office of Student Equity will assist in completing this portion of your program review.

Service Offered: Athlete

GPA

Athlete Average

GPA Difference

Non-Athlete

GPA Difference

African-American 2.56 2.59 -.03 2.01 .55

Hispanic 2.60 2.59 .01 2.28 .32

White, Non-Hispanic 2.65 2.59 .06 2.66 -.01

Female 2.73 2.59 .14 2.49 .24

Male 2.52 2.59 -.07 2.30 .22

7. What trends, if any, did you identify from the data for your program?

Merced College Athletics is designed to accept anyone that can meet the requirements for competitive

intercollegiate competition, irrespective of race, color creed, or gender.

8. Are there any factors influencing student access to services/programs, particularly when analyzing Table 2

(i.e. do disproportionate impacts exist)? If so, how will these barriers be addressed to reduce the gap in

service to the impacted student population group(s)?

All athlete groups were found to be meeting or exceeding the Merced College non-athlete population

in regards to GPA. This is encouraging for our student athletes and shows the continued need for

intrusive services to them.

9. Is there anything else you would like to be considered in the annual planning document, please describe (i.e.

community needs, targeted population needs, service areas, changes in policies/procedures/regulations,

etc.).

Probably none that wouldn’t involve a separate template to review the Athletics Department. We are a

department, not a division. We are curricular-attached to a divisions (athletics practices are in fact classes

generating FTs) with games existing outside the Instructional umbrella. We report to Student Services, but

really are an entity apart. Perhaps a narrative alternative to itemize specific conditions/requirements

unique to Athletics.

Section 3: Planning Goals Describe the service area's planning goals—short and long term—up to a 5 year period. Explain, where applicable, how the goal supports Merced College's Strategic Plan, other Master Plans, Institutional Learning Outcomes, Student Learning Outcomes, and/or Service Area Outcomes. 10. Please list the current planning goals for your program in order of priority. Please state all continuous goals from the previous years’ Program

Review and each new goal for the academic year.

Planning Goal Action Plan Timeline Resources Plan Status

Update

1

Improve the educational

experience,

opportunities, student

success rates and Title

IX compliance

Widen awareness so coaching

positions are included in the

formula for full-time

replacement positions as they

open, as occurs with any other

instructional position on

campus.

Hire a FT women’s softball

head coach

Two years. Not a person as much but a system

in the name of shared

governance—steered by the

faculty senate working with the

President-Superintendent. VPSS

and the VP Instruction—that in

the past has systematically

excluded Athletics from equitable

participation/representation in the

certificated hiring process.

District hire

for FT coach,

women’s

aquatics

underway.

Will apply for

women’s

softball

position in

2016-17

2

Relieve pressure on

coaches (sometime

players), and reduce

liability to the district by

chartering most if not all

long distance athletics

travel.

Install the sanest, safest method

possible for transporting

student-athletes and staff to and

from road contests.

Achieve cost neutrality by

restructuring transportation

function within the district to

achieve savings that would be

rolled into an athletics charter

account line, along with funds

currently earmarked for van

travel. Addition of Cerro Coso

College in four sports beginning

2016-17 to the CVC impacts

our travel budget and heightens

The beginning of

the 2016-17

school year.

VPs working with directors of

purchasing, maintenance and risk

and environmental safety and AD

to arrive at a feasible cost-neutral

plan

In October of

2015,

president’s

cabinet voted

to approve the

concept of

district charter

for all or some

athletic travel.

No movement

since that

meeting

our concern for safe long-

distance athletic travel

3

Renovate/repair (R/R)

degraded or missing

structures on the

baseball/softball fields.

Authorize cosmetic

improvements for all

athletic venues. Provide

our viewing public with

the best look we can

offer.

Replace dry-rotting Softball and

baseball sheds; renovate

baseball dugouts; install

common press box and

bathrooms for use by both

sports and the public.

Allocate capital improvement

money to fund projects for all

athletic venues.

Restore athletic facilities,

including scoreboards, to

effective operational

appearance and function.

One year President-Superintendent; VPSS:

VP Admin Services; Director of

Facilities.

New fence for

baseball field

constructed;

new dugouts

for softball

underway. All

other

projects—

sheds,

scoreboards,

cosmetic

painting

(especially

interior of

gym) in

limbo.

4

Ensure athletics is

properly equipped and

staffed with up-to-date

coaching resources

.

Update operational budgets,

including stipends for assistant

coaches and the Sports

Information Director (SID).

Include a line for uniforms,

equipment, and technology

upgrades. Recognize the cost

of doing business has risen in

all categories—officiating,

travel, equipment, etc.

Two years. Budgetary committees.

MCFA negotiators

Will request

budget

augmentation

for 2016-17 to

address

immediate

needs.

Assistant

coaches’ line

is negotiation

item. Have

entered

uniform

request

through

mandated re-

imbursement

5

Establish regular

maintenance program for

all playing venues.

Bring baseball fields, softball

fields and the track into line

with gym, pool, and football

field.

Explore the possibility of

installing artificial turf for the

football stadium.

New dirt for grading baseball

and softball infields; regular

renovation, seed, and fertilizer

for baseball infield and

baseball/softball outfields.

Immediately in

terms of baseball

and softball;

three years for

the track, for

establishment of

a scheduled

resurfacing

program.

VP Admin Services; Director of

Facilities.

No

movement.

6

Update department

hardware

.

Allow department the benefits

of high-level educational

tools—modern computers,

printers, copiers, scanners,

cameras, radar guns, film study

innovations.

New computer for SID to

produce team books; Updated

computers for Athletic Trainers

to maintain medical records of

injuries/treatment

One year. VP-Admin Services; VP

Instruction; Athletic Director

accessing procedure for timely

allocation of technology funding

for Department.

No

movement.

7

Provide professional

development

opportunities for Head

coaches

Reimburse employees traveling

on District business

Creation of budget lines for GS

#6.

Immediate. President-Superintendent; VPSS;

VP Admin Services; Business

Services Director in collaboration

with Athletic Director.

No

movement.

8

Improve SSI numbers for

athletes

Off-season counselor assigned

more directly to Athletics

counseling with office space

designated in the Athletics area.

Immediate. VP Student Services; Dean of

Student Equity

Excellent

progress

working

thought

Student

Equity office.

11. Is the program/department on target to meet its Planning Goals? ☐ Yes ☒ No

12. If no, explain.

In some ways, we’ve made remarkable progress since 2014-15. Student Success Initiatives taken

pressure from coaches to institute and monitor student-athlete academic progress. Articulation between

steps in academic counseling has streamlined, especially in areas that parallel achievement, such as Ed

Plan compliance. Athletics already matriculates at a higher rate than the general student. With

innovation from Student Services, the rate is rising, and the coaches no longer have to be primary in

seeing that it does so. In other ways, we’re stagnant. Attention to liability in team travel (coaches

driving vans on long trips) comes and goes without permanent solution. Some progress has occurred

with capital items (new baseball fence) but by and large our legitimate request for capital improvements

has been obstructed. Until a new director of Facilities was hired (1/4/16) we were looked upon not as

customers but as the opposition. Projects now are underway (pool scoreboard; softball dugouts—a title

IX issue) that previously were stalled. We have great hope for capital progress to continue under new

Facilities leadership. We continue to operate at 1980’s levels in budgetary support, especially in critical

areas of assistant coaching, supplies, travel, and uniforms.

No review is in the system before 2013-2014.

13. Have there been any changes in your program over the last years which have had a significant impact on

your program's goals and/or effectiveness? If so, please explain the changes that have occurred and how the

changes have impacted your program.

We are probably non-compliant with Title IX in the area of adjunct coaching (full-time male coaches in

a women’s sport [softball] replaced by adjunct coaching with a demonstrable decline in services, hence

opportunities for female athletes). We have been authorized to hire a full-time women’s aquatics coach

2016-17, which is half the number we need for T-9 compliance. In other areas, no significant change for

improving effectiveness will occur w/o budgetary increases.

Section 4: Resource Allocation/Needs Assessment

14. Complete the table for each resource request. Please rank in order of priority according to your program assessment results.

Type of Resource

(staffing, equipment,

facilities, prof. dev,

safety needs, supplies,

technology, other)

Brief Description Link to SAO/SLO/

Program Goal/

Student Equity

Link to

Institutional

SLO/General

Education Learning

Outcome

Is this resource for…

Safety

Critical

Compliance

Other

Impact to the

Program/Dept

and Services to

Students

Estimated Cost

1 Equipment Gym Sports

(attachment)

PG-3; 4 n/a: link to SLOs

from Kinesiology Other

Compromise

teaching

effectiveness

6,999.99

2 Equipment

Aquatics

(attachment)

PG-3; 4 n/a: link to SLOs

from Kinesiology Other

Compromise

teaching

effectiveness

42,932.07

3 Equipment

Track and Field

(attachment )

PG-3; 4 n/a: link to SLO

from Kinesiology Other

Compromise

teaching

effectiveness

20,456.15

4 Equipment

Baseball

(attachment )

PG-3; 4 n/a: link to SLO

from Kinesiology Other

Compromise

teaching

effectiveness

29,749.10

5 Equipment Softball

(attachment5)

PG-3 n/a: cosmetic

improvement Other

Title IX—baseball

has wind screen

13,799

6 Equipment

W. Basketball

(attachment)

PG-3 n/a: custodians

don’t clean Other

Health and Safety

could be

compromised

3,986

15. Were any of the resource allocation request fulfilled in the last year? ☒ Yes ☐ No ☐ N/A

If yes, explain why the item was needed, how it affected student success and you measured student success

related to the requested resource.

With an asterisk. Resources Allocation funded a new outfield fence for the baseball diamond, but that

request was processed through the Kinesiology Division, as were other items such an end zone camera

for football and a new scoreboard for Aquatics. Athletics itself has not been included in the Resource

Allocation structure, not until this year when the reporting structure changed to Student Services. Now

we have a place in line without the college organization. A welcome change.

16. How is your program/department leveraging other resources?

Athletics may be the only entity on campus that generates FT’s but must fund-raise for program basics,

such as uniforms, meals, lodging, teaching equipment, maintenance supplies, etc. The individual sports

fund-raise constantly.

Section 5: Additional Information 17. Is there anything else you would like to be considered in your annual planning document, please describe it

here?

Merced College Athletics has not received a monetary increase in support since sometime in the 1980’s.

All revenues realized from downsizing the sports offerings from 18 eventually to 12 folded back into

operational budget, but the sole sum has never been adjusted for inflation.

The public picture is misleading. Our playing facilities for practice classes and games are first rate,

owing to a felicitous combination of campus maintenance/grounds staff, and work initiated by head

coaches underwritten by fund-raising. [Editorial digression: Athletics is curricular. Football, in season,

for example, generates somewhere around 1300 WSCH (ATHL l 1 plus conditioning classes=16 hours a

week x 80 players). The District profits from Athletics. All 80 players take in addition to their Athletics

classes a sufficient load to matriculate in two-three years. All sports we offer achieve a similar profit

proportional to their roster size, thereby feeding positively both district enrollment numbers and SSI

statistics. Yet, we are the only area on campus that is asked to fund-raise for items as basic as uniforms.

Athletics represents the District in public, but the department has never had a budget line for uniforms.

The public sees uniformed athletics in school colors on first-rate fields competing at a high level,

comporting themselves admirably and matriculating at twice the rate of the general student body in half

the time.

That is the obvious, behind which are deflating conditions with morale sustained only by love of work,

commitment to the cause, and compatibility among the department staff. We love what we do. .

Here is a partial list of what lies behind the façade.

Not a single building on campus was architected for or dedicated to Athletics. Field House

A, which houses the football locker room, the strength lab, and the training room, was the

campus’s original music room. No one function—training, football, strength lab—has

sufficient space. When recruiting, we avoid the building unless a prospect asks, because it is

a poor advertisement, inadequate for any of its three purposes.

No central area for coaches’ offices, meeting rooms, or team rooms or staff lounge No

athletics classrooms, classrooms equipped with smart technology for film breakdown

teaching strategy and technique. No coaches’ offices at all for women’s aquatics and

softball. (Title IX issue).

Football headquarters inside a double-wide never intended to be used as long as it has (since

1994).

Baseball and Softball fields without press boxes (original Baseball box was removed as a

code violation ten years ago and never replaced—Softball never had hone) and with

equipment sheds in a state of dry rot.

Scoreboards inclined toward malfunction that are 15 to 20 years old.

No annual maintenance program has ever been established for athletics venues, with the

exception of the annual treatment of the gym surface. Every two years baseball and softball

infields need with infusions of cinder/clay soil, but no reliable funding exists for same, and

playing fields while looking good will deteriorate. The football field is fertilized regularly but

the baseball and softball fields are treated intermittently.

A track so worn down it would be impossible to host a meet above the level of Middle

School.

No updated computers/copiers/scanners for AD/coaches/support personnel. In the 21st

century we are using 20th century tech equipment. No money ever for equipment upgrades

such as teaching tools, film equipment, and utility vehicles for the trainers or the

baseball/softball grounds technician.

Assistant coach money stuck at 1988 levels. Stipend for Sports Information Director--

$4,000—has never been raised.

Meals and lodging money actually less than 1980’s levels, owing to budget cuts—the last

one for 15% in 2011 was crippling.

No money budgeted for coaches’ professional development or committee travel. Athletic

Director travel is budgeted—as he is obligated to attend two out-of-town CCCAA three-day

meetings a year; one CVC Executive Board meeting, and Planning Board meetings as needed

(at least two a year); he serves as league president for the NCFC, and is a member of the

NCFC Executive Committee, amounting to an average of four out-of-town meetings

annually. All coaches are active as conference members and members of their respective

sports coaches associations. Some serve as officers or committee members. Each has an

obligated minimum of two out-of-town meetings a year. No District money has ever been

provided for their travel or for their professional dues. They use fund-raised monies or pay

out-of-pocket out of a professional sense of responsibility

External Factors

Like all California Community College programs, Merced College Athletics is public performance

enterprise governed by the state athletic association (CCCAA), assigned to conferences (The Central

Valley [CVC} for most sports; the single-sport Northern California Football Conference [NCFC]) for

football, by the Coast for M/W Water Polo and the Bay Valley for M/W Swimming and Diving (because

of an insufficient number of CVC teams participating in Aquatics), and liable for federal law. Merced

College Athletics therefore answers externally to four layers of entity: the local (Community/Public), the

regional (Conference affiliation), the state (CCCAA), and the federal (Title IX).

Local: In its 12 sports, Merced College stages more than 100 athletic events per year, all of which

play to the public and are reported in the Merced Sun-Star. MC fund-raises in the forms of golf

tournaments, yearbook ads, the beer garden at the county fair, and assorted individual initiatives, car

washes, discount specials with restaurants, etc. MC Athletics in conjunction with foundation

inaugurated its annual Hall of Fame in May, 2013, with the induction of 11 coaches and players.

250 community members paid to attend. Hall-of-Fame is not a literal term, as Athletics has no

building space for same. Bronze plaques honoring inductees are placed on walls at relevant fields

and courts. Athletics is one of four primary ways the college meets the public (the other three-

Agriculture, Allied Health, and the Foundation), yet we have no space in which to honor our legacy.

Regional: Five of the 12 sports compete in the 10-school Central Valley Conference: Volleyball,

Men’s and Women’s Basketball, Baseball and Softball. Football competes in the American Division

of the 32-team Northern California Football Conference (NCFC), in the Golden Coast League. The

CVC has an insufficient number of schools with Aquatics (takes at least four) to offer conference

competition in Water Polo and Swimming. Water Polo, Men’s and Women’s are hosted into the

Coast Conference; M & W Swim are hosted into the Bay Valley Conference. The college therefore

is governed by four conferences under four commissioners and four sets of Conference Constitutions

and By-laws. Merced College remains in good standing with all four, and the Athletic Director and

coaches are active the conduct of conference business. The AD is a member of the CVC Executive

and Planning Boards. He serves as President of the Golden Coast League and sits on the Executive

Committee of the NCFC, and serves on its Constitution Committee.

State: 103 community colleges state-wide offer Athletics. The CCCAA Constitution and By-laws

require proof of athletic eligibility. Working through the conference commissioner(s) and the

CCCAA MIS in Sacramento, MC must certify its 250 or so student-athletes annually for eligibility

for each playing season on paper and on-line according to CCCAA By-laws. It must monitor

enrollment in 12 units each week during the competitive season. It must abide by state rules on

decorum and post-season protocols as outlined by CCCAA policies.

Federal: Title IX, gender equity, is the law of the land. Athletics receives disproportionate attention

on the subject, even though it represents only a small percentage of the law’s intent. Like all CC’s in

the state, Merced College must report to the state annually through the CCCAA’s R-4 document.

(Failure to file could result in sanctions ranging from probation to expulsion from post-season to loss

of good standing within the state Athletic Association). Like all colleges in the nation receiving

federal funds, Merced College must file an EADA (Equity in Athletics Data Acquisition) report,

documenting expenditures subject to review for compliance within the strictures of Title IX. Since

2002 (EADA) and 2010 (Form 4), responsibility for filing has by default landed on the Athletic

Director’s desk. In 2013, Merced College designated HR director Christina Torres-Peters as the

Districts Title IX Compliance Officer. The duty has transferred to Tracie Green. Still, much of

Title IX compliance remains within the province of Athletic Department administration and policy.

Some of it involves information-gathering and filing which requires collaboration between the

Athletic Director and the Office of Institutional Research. Title IX compliance is based on the

concept of equal opportunity for the underrepresented gender and may be achieved by passing one of

three tests: (1) proportionality—number of participation slots proportional to the gender balance of

the school. (virtually impossible to achieve for a school offering football and baseball, since roster

numbers for those sports inherently are higher than any analogous women’s sport; (2) history of

expansion in the underrepresented gender. (Merced College has added no new women’s sports since

1994.); (3) continuing to meet the needs of the underrepresented gender (measured by CCCApply

polls substantiating/refuting interest in additional sports, and by adherence to the 13 measures of

equality: budget, publicity, playing venues, game and practice times, etc. Title IX summary of

Merced College Athletics at this point: non-compliant, test one; non-compliant, test two; compliant,

test three, once interest surveys are regularly conducted through CCCApply.

18. Please list any attachments to this Program Review below and attach the documents accordingly:

ATTACHMENT A Resource allocation breakdown

ATTACHMENT B Athletics Study Report

ATTACHMENT C

ATTACHMENT D

ATTACHMENT E

Attachment A

Athletics Resource Allocation

2016

Sport/Venue Quote Amount TOTALS FOR

CATEGORIES

Aquatics Colorado Time

Systems/Starter

System/Accessories

$1,450.00 with

Tax and

Shipping

Aquatics KAP7 International/Goal

Kap/KAP7 Stringer other

equipment

$15,233.85

with tax

Aquatics Colorado Time

Systems/Cable

Harness/Touchpads/Touchpad

Caddy, etc.

$17,303.00

with tax and

shipping

Aquatics Colorado Time Systems/Deck

Clock/Shot Clock, Scorboard

Controller options/

Scoreboard Controller

options, etc.

$4,116.00with

tax and

shipping

Aquatics Valley Aquatic Supply/ fins,

snorkels, pull

buoy/kickboards

$4,829.22 with

tax NO

shipping

charges to

apply

$42,932.07

Track and Field VS Athletics/ Collegiate High

Jump Package

8,496.96 with

tax free

shipping

VS Athletics/T&F

Equipment/Replacement

Net/Starting Block/ Combo

Cart/High Jump Crossbar, etc.

$5,000.74 with

Tax and

Shipping

Track and Field VS Athletics/60 Gill

Collegiate/Aluminum Hurdle

41”

11,458.45 with

tax and free

freight

$20,456.15

Softball Fence Wind Screen with Full

Graphics option

$8,200.00 plus

graphic overlay

$5,00.00

Horizon/Turface $599.00 a pallet

tax and

delivered.

$13,799.00

Court Sports Vendor not known: Portable

Multi-Sport Scoreboard need

back up for Volleyball, Men’s

and Women’s Basketball

$3,299.99 +

S/H and tax

Everbrite Scorers Table –

more modern version for

volleyball, basketball, etc.

$3,699.99 +

S/H no tax

$6,999.99

Women’s

Basketball

EnhanceMats, inlaid logo mat $3,986.00 with

no tax or

shipping

$3,986.00

Men’s

Basketball

Spalding Superglass

Collegiate Package

Backboard – back –up safety

board

$1,899.99 –

Pack and S/H –

no tax

Spalding McCalls Rebounder

– safety version rebounding

machine for women and

men’s basketball

$3,199.99 +

S/H no tax

$5,099.98

Baseball BSN Sports – 18OZ PRO

TARP – 18’ Round CO

$377.24

shipping no tax

C&H Baseball – Batting

Tunnel Nets 70’L x 14”W

x12”H – 3 each

$1,199.99 each

total $3,599.97

Turf Protector - $924.99

Batting Cage Turf 15’W x

70’L Roll – 5 each @

$2,899.99 each

$14,499.95

Attachment B

Data were pulled on May 23, 2016 from the Colleague database using the following criteria for athletes:

Home Plate Mats – 3 each @

$459.99 ea

$1,379.97

Turface – 2 each @ $599.99

pallet

$1,199.98

CAG100 – Professional Non-

Folding Cage

$5,369.00

CAG100P Full Cage Padding

Set (9” W x 1” thick GRP)

$2,398.00 $29,749.10

Enrolled during the fall 2015 or spring 2016 terms AND coded as an athlete AND have a cohort start date

on or after 1-1-2014

OR

Enrolled during the fall 2015 or spring 2016 terms AND coded as an athlete AND have a cohort end date

of 1-1-2016 or after.

A total of 230 student athlete records were obtained and compared to the overall student population

(N=10,688) at Merced College who were enrolled in fall 2015 or spring 2016.

Student Demographics

The demographic data for both student athletes and the Merced College population for the groups

referenced above are presented in Table 1.

Table 1: Student Demographic Data for fall 2015 – spring 2016

Demographic Group % of Athletes % of Merced College

Population

American Indian/Alaskan

Native

0 0.40

Asian 6.1 10.5

Black or African American 17.8 3.5

Native Hawaiian or other

Pacific Islander

1.7 0.40

Hispanic or Latino 35.2 59.5

Two or More Races 7.0 2.9

Unknown 0.90 0.70

White 31.3 22.1

Males 70.9 41.6

Females 28.7 58.2

Completing SSSP Steps

To ensure athletes maintain their priority enrollment they must complete four SSSP steps; orientation,

assessment, an abbreviated educational plan, and after 15 units are obtained a comprehensive

educational plan. As Table 2 below details, student athletes complete each of the SSSP steps at a higher

rate than the overall student population at Merced College.

Table 2: Athletes Compared to Overall Merced College Population by SSSP Steps

SSSP Step % of Athletes

% of Merced College

Population

Orientation

88.7 86.2

Assessment

90.4 81

Abbreviated Education Plan

100 92.8

Comprehensive Education Plan

86.5 67.7

Student Grade Point Average (GPA)

One measure of student success is student GPA. Student athletes must maintain a ????? GPA to be

eligible to play in their respective sport. Many student athletes also belong to student groups that have

been determined to be disproportionately impacted in the area of course completion. Therefore, anytime

data are pulled for a group, such as athletes it is important to disaggregate it by gender and ethnicity.

Several student athlete ethnic groups were considered statistically too small to calculate a GPA – those

with over 30 students in the ethnic group are represented below in Table 3. In this table each student

athlete ethnic group surpasses the Merced College population. Table 4 represents GPA for student

athletes disaggregated by gender. Both Male and female student athletes surpass the Merced College

population GPA by gender.

Table 3: Athletes compared to Overall Merced College Population GPA by Ethnicity

Ethnicity Athlete GPA

Merced College Population

GPA

Black or African American 2.31

1.91

Hispanic or Latino 2.66

2.19

White 2.80

2.43

Total (all groups included) 2.68

2.27

Table 4: Athletes compared to Overall Merced College Population GPA by Gender

Gender Athlete GPA Merced College Population

GPA

Male 2.58

2.18

Female 2.97

2.34

Total (all groups included) 2.68

2.27

Comprehensive Education Plan

Developing a comprehensive education plan with a Merced College counselor is consider a vital step in

student success on campus. The plan allows students to know what courses they need to accomplish

their educational goal and to set a clear path to success within their courses. In Table 5 below a

comparison between student athletes with a comprehensive education plan and those without is made in

regards to their GPA. In other words, do students with comprehensive education plans have higher

GPAs than those who do not have a comprehensive education plan? All students with a comprehensive

education plan have significantly higher GPAs than those who do not have the plan. In addition, the

GPA difference is greater for those that are student athletes than those who are not.

Table 5: Athletes compared to Overall Merced College Population with Comprehensive Education

Plans by GPA

Comprehensive Education Plan Athlete GPA

Merced College Population

GPA

Yes 2.78

2.49

No 2.08

1.80

Attachment A

Athletics Resource Allocation

2016

Sport/Venue Quote Amount TOTALS FOR

CATEGORIES

Aquatics Colorado Time

Systems/Starter

System/Accessories

$1,450.00 with

Tax and

Shipping

Aquatics KAP7 International/Goal

Kap/KAP7 Stringer other

equipment

$15,233.85

with tax

Aquatics Colorado Time

Systems/Cable

Harness/Touchpads/Touchpad

Caddy, etc.

$17,303.00

with tax and

shipping

Aquatics Colorado Time Systems/Deck

Clock/Shot Clock, Scorboard

Controller options/

Scoreboard Controller

options, etc.

$4,116.00with

tax and

shipping

Aquatics Valley Aquatic Supply/ fins,

snorkels, pull

buoy/kickboards

$4,829.22 with

tax NO

shipping

charges to

apply

$42,932.07

Track and Field VS Athletics/ Collegiate High

Jump Package

8,496.96 with

tax free

shipping

VS Athletics/T&F

Equipment/Replacement

Net/Starting Block/ Combo

Cart/High Jump Crossbar, etc.

$5,000.74 with

Tax and

Shipping

Track and Field VS Athletics/60 Gill

Collegiate/Aluminum Hurdle

41”

11,458.45 with

tax and free

freight

$20,456.15

Softball Fence Wind Screen with Full

Graphics option

$8,200.00 plus

graphic overlay

$5,00.00

Horizon/Turface $599.00 a pallet

tax and

delivered.

$13,799.00

Court Sports Vendor not known: Portable

Multi-Sport Scoreboard need

back up for Volleyball, Men’s

and Women’s Basketball

$3,299.99 +

S/H and tax

Everbrite Scorers Table –

more modern version for

volleyball, basketball, etc.

$3,699.99 +

S/H no tax

$6,999.99

Women’s

Basketball

EnhanceMats, inlaid logo mat $3,986.00 with

no tax or

shipping

$3,986.00

Men’s

Basketball

Spalding Superglass

Collegiate Package

Backboard – back –up safety

board

$1,899.99 –

Pack and S/H –

no tax

Spalding McCalls Rebounder

– safety version rebounding

machine for women and

men’s basketball

$3,199.99 +

S/H no tax

$5,099.98

Baseball BSN Sports – 18OZ PRO

TARP – 18’ Round CO

$377.24

shipping no tax

C&H Baseball – Batting

Tunnel Nets 70’L x 14”W

x12”H – 3 each

$1,199.99 each

total $3,599.97

Turf Protector - $924.99

Batting Cage Turf 15’W x

70’L Roll – 5 each @

$2,899.99 each

$14,499.95

Attachment B

Data were pulled on May 23, 2016 from the Colleague database using the following criteria for athletes:

Home Plate Mats – 3 each @

$459.99 ea

$1,379.97

Turface – 2 each @ $599.99

pallet

$1,199.98

CAG100 – Professional Non-

Folding Cage

$5,369.00

CAG100P Full Cage Padding

Set (9” W x 1” thick GRP)

$2,398.00 $29,749.10

Enrolled during the fall 2015 or spring 2016 terms AND coded as an athlete AND have a cohort start date

on or after 1-1-2014

OR

Enrolled during the fall 2015 or spring 2016 terms AND coded as an athlete AND have a cohort end date

of 1-1-2016 or after.

A total of 230 student athlete records were obtained and compared to the overall student population

(N=10,688) at Merced College who were enrolled in fall 2015 or spring 2016.

Student Demographics

The demographic data for both student athletes and the Merced College population for the groups

referenced above are presented in Table 1.

Table 1: Student Demographic Data for fall 2015 – spring 2016

Demographic Group % of Athletes % of Merced College

Population

American Indian/Alaskan

Native

0 0.40

Asian 6.1 10.5

Black or African American 17.8 3.5

Native Hawaiian or other

Pacific Islander

1.7 0.40

Hispanic or Latino 35.2 59.5

Two or More Races 7.0 2.9

Unknown 0.90 0.70

White 31.3 22.1

Males 70.9 41.6

Females 28.7 58.2

Completing SSSP Steps

To ensure athletes maintain their priority enrollment they must complete four SSSP steps; orientation,

assessment, an abbreviated educational plan, and after 15 units are obtained a comprehensive

educational plan. As Table 2 below details, student athletes complete each of the SSSP steps at a higher

rate than the overall student population at Merced College.

Table 2: Athletes Compared to Overall Merced College Population by SSSP Steps

SSSP Step % of Athletes

% of Merced College

Population

Orientation

88.7 86.2

Assessment

90.4 81

Abbreviated Education Plan

100 92.8

Comprehensive Education Plan

86.5 67.7

Student Grade Point Average (GPA)

One measure of student success is student GPA. Student athletes must maintain a ????? GPA to be

eligible to play in their respective sport. Many student athletes also belong to student groups that have

been determined to be disproportionately impacted in the area of course completion. Therefore, anytime

data are pulled for a group, such as athletes it is important to disaggregate it by gender and ethnicity.

Several student athlete ethnic groups were considered statistically too small to calculate a GPA – those

with over 30 students in the ethnic group are represented below in Table 3. In this table each student

athlete ethnic group surpasses the Merced College population. Table 4 represents GPA for student

athletes disaggregated by gender. Both Male and female student athletes surpass the Merced College

population GPA by gender.

Table 3: Athletes compared to Overall Merced College Population GPA by Ethnicity

Ethnicity Athlete GPA

Merced College Population

GPA

Black or African American 2.31

1.91

Hispanic or Latino 2.66

2.19

White 2.80

2.43

Total (all groups included) 2.68

2.27

Table 4: Athletes compared to Overall Merced College Population GPA by Gender

Gender Athlete GPA Merced College Population

GPA

Male 2.58

2.18

Female 2.97

2.34

Total (all groups included) 2.68

2.27

Comprehensive Education Plan

Developing a comprehensive education plan with a Merced College counselor is consider a vital step in

student success on campus. The plan allows students to know what courses they need to accomplish

their educational goal and to set a clear path to success within their courses. In Table 5 below a

comparison between student athletes with a comprehensive education plan and those without is made in

regards to their GPA. In other words, do students with comprehensive education plans have higher

GPAs than those who do not have a comprehensive education plan? All students with a comprehensive

education plan have significantly higher GPAs than those who do not have the plan. In addition, the

GPA difference is greater for those that are student athletes than those who are not.

Table 5: Athletes compared to Overall Merced College Population with Comprehensive Education

Plans by GPA

Comprehensive Education Plan Athlete GPA

Merced College Population

GPA

Yes 2.78

2.49

No 2.08

1.80