Leader College

Application

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Leader College Application Applications Due: May 8, 2014

Institution Information

Name: East Los Angeles College

Year Joined ATD

2011

Main Contact (To be notified of submission status)

Name: Dr. Ryan Cornner

Title: Dean of Institutional Effectiveness

Phone: (323)415-4152

Email: cornnerm@elac.edu

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Certification of Conversation with Leadership Coach and Data Coach

All institutions applying for Leader College status should have a conversation with their assigned Achieving the Dream Leadership Coach and Data Coach regarding this application. The discussion should address the institution’s readiness to apply for Leader College status, keeping in mind the required criteria for both practice and performance, and the roles and responsibilities of Leader Colleges in the Achieving the Dream National Reform Network.

Coach Name Date of Conversation re LC Application

Leadership Coach: John Nixon 4/23/2014

Data Coach: Linda Hagedorn 4/23/2014

Name and Signature of Institution President/Chancellor

Name: Marvin Martinez Signature:

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Part 1: Student Success Data

Complete the information requested below and provide data in the ATD Data Template for at

least ONE of the following Achieving the Dream student success measures:

• Successfully complete developmental instruction

• Enroll in and successfully complete the initial college-level or gatekeeper courses in

subjects such as math and English

• Complete the courses with a grade of "C" or better

• Persistence from one term to the next

• Attain a credential

Institutions must present evidence of improvement in student achievement for three or more

years as compared to one year of baseline data.

Student Success Data Specifications

❖ Although it is strongly preferred, evidence of improvement in one of the measures

does not have to apply to the entire student population (e.g. all FTIC students, all

developmental education students). Colleges may show an increase in outcomes for a

disaggregated student group as long as it represents a significant sample size in

comparison to the overall student cohort.

➢ Example: Colleges may show an upward trend in an outcome measure for all

minority students in developmental education if the size of this population

represents a large portion of students at an institution.

❖ The evidence must include at least one year of baseline data and three additional

years of outcome data and reflect the institution’s most current available data.

➢ ATD realizes that for 2013-2014 some institutions may not have a full academic

year of student success outcome data by May 2014; therefore, institutions may

submit 2012-13 academic year data as their most recent year of data for any

measures that require a full year of academic data (e.g. attain a credential).

❖ The evidence presented should show an upward trend in the student success

measures. Any decreases must be explained in the narrative sections.

❖ Data provided in the ATD Data Template must be disaggregated on at least three

levels: Ethnicity/Race (two ethnicity/race categories are required and space is

provided for up to four), gender, and income (Pell and non-Pell recipients). Rows for

four additional disaggregation levels are provided in the template for those institutions

that wish to disaggregate data on another level.

❖ Any achievement gaps among subgroups of students must be addressed in the

narrative.

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Student Success Measure: Data

1. Student Success Data: Institutions are required to submit student success data related to

ONE ATD student success outcome measure. This data will be submitted in the ATD Data

Template, which can be downloaded on the Achieving the Dream College Progress site on

the Achieving the Dream website. The institution can also provide additional data on this

measure below.

➢ See Appendix B for an example of a completed student success data chart.

2. Additional Charts/Graphs for Student Success Data (Additional Charts are Optional):

Institutions can submit up to two additional charts or graphs below for Achieving the Dream

to consider in addition to the REQUIRED portions of the ATD Data Template (excel

spreadsheet).

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Completedunits 1stsemester

EnglishCompetency

MathCompetency

English &Math

Competency

Completion(Degree,

Certificate orTransfer)

2007 68.1% 21.8% 23.9% 15.1% 11.1%

2008 73.9% 23.2% 23.9% 15.4% 10.1%

2009 74.9% 25.1% 24.8% 17.1% 10.4%

2010 77.2% 34.1% 27.3% 25.2% 11.5%

3 Year Cohort Tracking

2007

2008

2009

2010

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Student Success Measure: Narrative Questions

3. Explanation of Student Success Data

➢ Where applicable, please feel free to pull data explanations from your institution’s

2014 Annual Reflection.

A. Describe the improvement in student outcomes through the data that your college

submitted.

To be considered for Leader College status, the institution must be able to show a

general trend upward in student achievement. Because data can fluctuate, Achieving the

Dream realizes that this may not be a constant increase in student achievement from

year to year. However, any fluctuations or downward trends must be thoroughly

explained. Also, provide any additional information about the data that may be relevant

(i.e. external influences, trends in cohort sizes, definitions, etc.).

Part 1: Question 3. A

The College has made significant improvements in three of the five measures:

Successfully complete developmental instruction

Enroll in and successfully complete the initial college-level or gatekeeper courses in

subjects such as math and English

Persistence from one term to the next

For nearly a decade the College has focused on the improvement of its basic skills in math and English. Many of these discussions originated from the state Basic Skills Initiative, which provided funding to support improvement in basic skills completion. While these efforts were well intentioned, they lacked an overall framework and the evidence driven processes needed to make large scale improvements.

Upon joining Achieving the Dream, the College was well positioned to engage in detailed discussions on how to improve instruction. The use of longitudinal cohort tracking and detailed student focus groups were used to describe the gaps in student success and equity, and to provide data demonstrating “why” students were failing to succeed. Through this coordinated effort, the College was able to focus on several improvement efforts including the Math Advancement Program (MAP), elimination of cold assessment, English curriculum redesign and the use of first year programs to increase the ability of first time students to enter into needed

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math and English classes and accelerate completion.

The Mathematics Department has also begun innovative education in its Math Advancement Project (MAP). This compressed version of the Math sequence utilizes two eight week courses in one semester. The major benefit of the program is that students are heavily invested in math for that semester, which can require up to ten units of math. In addition, students are guaranteed entry into the next level in the sequence. Piloted with tow development levels, the program has been expanded to include courses from two levels below college requirements to transfer level courses and this model has been added to the FYC. The data has been dramatic, with students completing at double the rate in half the time. The plans moving forward including determining how to scale this model to students that are traditionally part-time and developing block schedules such that students failing a course in the first eight weeks are able to re-try that course in the second eight weeks.

In MAP we define the success of a track as the number of students completing both courses in sequence divided by the number of students present at census during the 1st course. By definition, a student who does not pass the course within the time period specified is considered unsuccessful.

Time-dependent success rate by track:

Track Aggregate (Spring 2012 – Spring 2013)

College-wide*

Math 110-115 35.9% (14/39) 20.6% (178/865)

Math 115-125 36.9% (79/214) 12.2% (204/1676)

Math 125-227 62.3% (33/53) 8.4% (140/1672)

Students served successfully

41.2% (126/306) 12.4% (522/4213)

*To compare we look at the success of students attempting the first course in Fall 2012 and attempting the second course in either Winter or Spring 2013. Completing the course in either Winter or Spring counts as success. As the results indicate, this program increases success regardless of the level of math targets and these impacts are nearly double the success in all cases. The program has been scaled by broadening the program to include additional levels of math. In addition, the program has been integrated in the College’s first year programs. While the current program serves a small proportion of students currently, the success of the program has provided an impetus to grow the program. Currently, the College is investigating ways of creating block schedules that allow the program to expand, while also insuring a safety net for those students who fail to be successful in the initial course.

The College has addressed cold assessment in two ways. First, the College has implemented boot camps to assist students in elevating their assessment scores through short-term instruction. As indicated below, the initial boot camp led almost all students to test at higher levels of math, accelerating their progress through the sequence.

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Math Level Before boot camp

(N=106)* Retest scores

Math105 30 students

Math 110=19

Math 115=9

Math 125=2

Math 110 58 students

Math 110=21

Math 115=20

Math 125=17

Math 115 18 students

Math 115=8

Math 125=10

Second, the Math Department has created an internet-based pre-assessment test system that will give students an indication of where they would test and recommend resources to assist them in improving their math skills prior to testing. This represents an attempt at bringing the lessons learned from boot camps to scale. The College will begin work to promote this system and ensure that a greater number of students avail themselves to it.

The English department currently offers four courses below the first transferable course, English 101. A recent study of 1082 students who were enrolled in the lowest level course (Reading 20) between Fall 2008 and Spring 2010, showed that only 16% of those students had successfully completed English 101 by Fall 2013. Over the past two years, the English Department has worked along two fronts to transform its curriculum. First, the department piloted a project that dramatically increased the use of technology in the classroom, incorporating Moodle, chat, online assignments, and greater interaction among faculty and students online. This pilot project emphasized study skills, reading comprehension, vocabulary development, and critical thinking and writing, using an online platform in and out of the classroom. One-third of the students who participated in these classes and re-took the assessment test were able to skip over the subsequent class and move on to the transfer level course. Based on the success of this pilot, the department was recently approved for funding to purchase a tablet computer for every full-time faculty member for use in the classroom. Second, the department is in the process of finalizing a revision of its curriculum that will eliminate one of the four courses in its basic skills sequence. The faculty participated in a year-long process to realign the classes, with a targeted focus on defining in detail the skills to be covered in in three areas – grammar/mechanics, writing, and reading – and how these skills will be enhanced and built upon as students move from one course to the next. The Course Outlines of Record will be submitted to the Curriculum Committee in 2014, with an expectation of implementing the new curriculum in 2015. The new curriculum will have fewer levels of English and minimize exit points for all students.

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The College’s final efforts have focused on the use of first year programs. The College’s initial program, Adelante, has been shown to be successful. The results of the Adelante first year program have shown promise. With 10% of students attaining an AA in 3 years and 10.6% transferring in three years for an overall completion rate of 15.5%. Based on these data, the College has focused on the front door. Adelante, has traditionally served approximately 150 students annually. Their fall to fall persistence has ranged from 73% to over 80%. Based on this data, the College has scaled up its first year programs to include the new FYC, which serves more than 450 students annually. The results from its introductory year show fall to spring persistence at 88.5%. This dramatic improvement will continue as the College expands its cohort programs. This model will be supported by a new associate dean of first year programs, who will ensure a coordinated effort to grow first year cohorts, increase full-time enrollment and build programmatic cohort programs throughout the institution. With the newly revised Adelante and the FYC program, the College will be serving more than 600 (14%) of its entering cohort in 2014. The College plans to scale this program up each subsequent year by ensuring that appropriate first year programs are available regardless of entering skill levels.

These initiatives have led to significant improvements in the overall student success results. The College tracks students across three years. The college has shown improvement in both the math and English sequence, including the transfer level (gateway) math. Completion of the English sequence required for graduation has increased from 21.8% to 34.1%, while math completion has increased from 23.9% to 27.3%. In more detailed analysis, it is clear that the rates have improved through the increased ability of students to enroll in required course. The success at each level has remained unchanged, while the number and proportion of students entering into the sequence has increased. The most exciting part of these outcomes is that they represent movement on the entire cohort and not just an isolated group receiving intervention. In addition, the most recent 2010 cohort has had only limited exposure the full scale interventions noted in the following paragraphs. Additional analysis has shown that much of the improvement is the result of the College’s efforts to prioritize developmental instruction in its budgeting model, which has opened opportunities for students to enter and maintain enrollment in the sequence.

Transfer level math has been determined to be one of the largest barriers to student completion and has been the focus of the College efforts to improve completion. Similar to the results indicated in the developmental sequence, the College has made great progress in addressing this barrier. The three year completion of transfer level math has improved from 14% to 17% in three years. This represents a 20% increase for the 2010 cohort, who still have not had the benefit of the FYC and other math interventions. This data include all first time college students, regardless of whether they attempted math, many do not. The results disaggregated by math level indicate that Latino student improvement has risen at a slightly quicker pace than that of Asian students, but the equity gap in this area is quite large.

The data were further analyzed to look at the starting point of the students entering the math sequence. Surprisingly, the rates for each group have changed very little. Instead, the improvements appear to be the result of more students entering the math sequence as part of the college-side emphasis on promoting the need to complete basic skills instruction. The data indicate that an additional 4% of the cohort, or 200 students, are attempting to complete the math sequence.

Leader College

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Cohort Students No Math Taken % No Math Taken

2007 3729 1383 37.1%

2008 4127 1497 36.3%

2009 4390 1640 37.4%

2010 4282 1422 33.2%

The College has made tremendous improvement in term to term and year to year retention (persistence). This has been seen across all components of retention. The number of students failing to complete courses in their first semester has dropped from 32% to 25%. Fall to spring persistence has increased from 68% to 75% and fall to fall persistence has improved from 56% to 60%. The figures are very promising, but more promising are the results from individual programs.

The College’s original first year program, Adelante, has traditionally served approximately 150 students annually. Their fall to fall persistence has ranged from 73% to over 80%. Based on this data, the College has scaled up its first year programs to include the new FYC, which serves more than 450 students annually. The results from its introductory year show fall to spring persistence at 88.5%. This dramatic improvement will continue as the College expands its cohort programs. This model will be supported by a new associate dean of first year programs, who will ensure a coordinated effort to grow first year cohorts, increase full-time enrollment and build programmatic cohort programs throughout the institution. The College has been hard at work to address issues related to basic skills completion in English and Mathematics. Even prior to joining ATD, the College was utilizing the Student Success Committee to determine new ways to assist students in completing these courses. Upon entry into ATD, the College was able to have a unifying theme and process to move forward on its improvement efforts. Previously piloted efforts have grown to large scale efforts that have led to the improvement in student outcomes. The College created a system of longitudinal tracking that follows all first-time college students entering in fall for three years. Based on these data, the College has seen an improvement in both Math and English completion. Completion of the English sequence required for graduation has increased from 21.8% to 34.1%, while math completion has increased from 23.9% to 27.3%. These core measures and the accompanying program specific data demonstrate that the College has put in place programs that are not only successful, but that also propel the overall College outcomes forward. East Los Angeles College is proud of its efforts to date, but is not resting on these efforts. The College is dedicated to continued efforts to improve the outcomes for its students. The use of cohort programs in the first year of college education is the prime focus of the plans moving forward. The very day that this application was submitted, the College launched its latest large scale initiative

GO East Los Angeles College will work to achieve these goals through the continual development of partners across the family, community, business and educational sectors. This Commitment is made with the knowledge and forethought that each partner will need to continue to develop and grow its support for the community and its students. With a long-term vision for the future in mind, the Commitment will be guided by the following principles: Embracing change and rising to the challenge; Creating a shared vision of learning outcomes; Developing evidence-based, continual improvement decision-making; Creating venues for investment in the community.

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Through this initiative the College will offer comprehensive dual enrollment programs to allow high school students to complete college credits prior to graduation, accelerate the development of basic skills, and streamline the transition to college. The initiative will: Increase college awareness, access and preparation through ongoing outreach efforts and ensuring an guaranteed pathway to college completion for all students; Expand opportunities to complete college credits while enrolled at Garfield and its feeder schools and to ensure that these opportunities accelerate college preparedness and align with career pathways developed to support the East Los Angeles community; Expand career pathways and career readiness opportunities through expanded partnerships with business partners, early exposure to career opportunities and the use of internships to expose students to potential careers; Partner with the community to develop a support network to support student success; Provide the needed student support services to enhance college completion and student success; Cal State L.A. will guarantee admission to all Garfield students meeting minimum requirements for entry into the Cal State University System; ELAC will guarantee admission to all Garfield students into a first year program that will allow full-time enrollment in courses leading to college completion and Cal State L.A. will guarantee admission to all ELAC students meeting minimum transfer requirements to Cal State L.A. These efforts will allow for a comprehensive and seamless educational process that will assist students move through the educational system and complete college degrees. This initiative will be regularly evaluated by all involved to make needed modifications for improvement. In addition, successful elements will be scaled to additional feeder high schools to provide this opportunity to additional students served in our area. .

B. Describe any achievement gaps shown in the data and how the college has addressed

and/or plans to address these gaps.

Part 1: Question 3. B

The College has severe equity gaps between its two largest populations (Latino and Asian/Pacific Islander). These gaps run through all measures used by Achieving the Dream and the College’s own Strategic Plan outcomes. The Strategic Plan has equity as a central goal for the College. This summer the College will be revising its equity plan through a campuswide engagement on student data. This process will look at equity measures of access, course completion, completion of basic skills, program completion and use of student support services. The goal of the process is to assess the current equity efforts and develop additional plans to address these gaps.

In addition to the planned revision of the equity plan, the College’s current initiatives seek to improve equity. The FYC, which serves more than 450 students is 93% Latino. This offers an opportunity for enhance student success. In addition, the GO East Los Angeles initiative forcuses on Garfield High School, which is 98.6% Latino. These and future efforts that target our Latino students will help address the current equity gaps.

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Part 2: Interventions/Initiatives

In this section, provide information about the intervention(s)/initiative(s) your institution entered

in the Interventions Showcase part of the 2014 Annual Reflection that your institution attributes

to the improved outcomes documented in Part 1: Student Success Data. This information will

allow Achieving the Dream to assess your institution’s student success efforts as well as its

ability to scale.

You will be asked to provide the name of each intervention/initiative that your institution

attributes to the increase in student success. The name(s) should match those entered in the

Interventions Showcase.

Interventions/Initiatives Specifications

• “Intervention” in this case may also include policy changes

• The intervention(s)/initiative(s) must have been in effect during the years presented

in the Student Success Data Section

Target Population Specifications

• A “target population” should be a general population of students, such as: ALL

developmental math students, ALL minority male students, ALL FTIC students, ALL

part-time students. A “target population” cannot be defined as a group of

students that has received the benefit of a specific intervention.

o The total number of these students will make up the denominator of your

calculation for the reach of an intervention/initiative (e.g. total number of

students referred to developmental math). The numerator will consist of the

number of students actually served or “touched” by the intervention (e.g. total

number of students served by an accelerated math developmental education

intervention).

• The intervention(s)/initiative(s) must have targeted a student population that is

integral the institution’s student success and completion work and must have served

a significant portion of the identified target student population

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Scale Specifications

An integral part of the Achieving the Dream Student-Centered Model of Institutional Improvement

is to effectively scale successful interventions. Thus, Achieving the Dream Leader Colleges are

those colleges that can demonstrate that they have increased student achievement and

successfully scaled effective interventions to serve more, and ultimately, most of a target

student population.

Institutions that participated in the Developmental Education Initiative (an initiative managed by

MDC, Inc. to expand groundbreaking remedial education programs at 15 Achieving the Dream

Institutions) have provided valuable feedback to Achieving the Dream and MDC regarding

scaling initiatives on community college campuses. This input, combined with other research

from scaling experts across the country, resulted in a guide to scaling from MDC, Inc., “More to

Most: Scaling Up Effective Community College Practices” (“More to Most”).

“More to Most” presents a framework to determine the level of scale a student intervention has

reached and provides tools for institutions to plan for expansion. The framework articulates that

an intervention can serve “some,” “more,” or “most,” of the specific student population to whom

the intervention is targeted. Scaling an intervention occurs when an institution moves from

serving “some” students to “more” students and, finally, to “most” students.

Achieving the Dream has adopted the “More to Most” framework of scale as a useful way of

evaluating the progress of an institution in scaling an intervention. Currently, no percentages

have been assigned to each of the levels in the “More to Most” framework (some, more, most).

However, for the purposes of this application, the following percentages will apply:

❖ Some: Intervention(s) will be considered to be serving “Some” students when serving

25% or less of the target student population

❖ More: Intervention(s) will be considered to be serving “More” students when serving

25.1% to 60% of the target student population

❖ Most: Intervention(s) will be considered to be serving “Most” students when serving more

than 60% of the target student population

Ideally, an Achieving the Dream Institution applying for Leader College status should be able to

show how it has successfully increased the reach of successful intervention(s)/initiatives(s) to

serve at least “more” or “most” of a target population, according to the definitions above. If an

institution has not been successful in reaching at least the “more” category in its scaling efforts, it

must provide sufficient justification to be awarded Leader College status.

➢ Note: Institutions may also consider how they have successfully implemented and

scaled policies related to the intervention(s) when answering the scaling questions.

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Intervention/Initiative: Identification

1. Please list those interventions/initiatives that were entered into the Interventions Showcase

that your institution attributes to the data presented in Part 1 – Student Outcome Data. Once

this is entered in the Interventions Showcase, this information can be reviewed by going to

your institution’s profile on the Achieving the Dream website.

Part 2: Question 1 – Intervention(s) Name(s) ATD Student Outcome Measure

Intervention has Impacted

First Year Completion Measure 4: Term-to-term and year-to-year retention

Math Advancement Project Measure 1: Completion of remedial or developmental instruction Measure 2: Completion of college-level gateway courses

English Curriculum Revisions Measure 1: Completion of remedial or developmental instruction

Pre-Assessment Intervention Measure 1: Completion of remedial or developmental instruction

Professional Development for First-Year Students Measure 2: Completion of college-level gateway courses

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Intervention/Initiative: Scale

2. Intervention – Student Reach/Scale Information: Provide at least three years of data in the

following chart for at least one of the interventions listed above. Ideally, this should be an

intervention for which your institution is able to demonstrate scaling (reaching at least “More”

of the target population). If you do not have data for the most recent academic year, be sure

to explain why in the comment box below.

➢ See Appendix B for an example of a completed chart.

A. Part 2: Question 2.A Students Served by Intervention/Initiative NOTE: When calculating percentages for this chart the institution should use the following formula as guidance:

Students Served (“Touched”) by Intervention / Total number of students in the total institution enrollment AND Total number of students in the target population

A Target Population is defined as a general student group (e.g. all first-time in college students, all developmental math students, etc.) and NOT AS a group of students that has received the benefit of a specific intervention.

Intervention Name First Year Completion

Target Population: First-time in college students

Year (e.g. 2011-2012)

Number of Students in Intervention

Students in Intervention as % of

Total Enrollment

Students in Intervention as % of Target Population

2009-2010 155 0.5% 3.5%

2010-2011 146 0.5% 3.4%

2011-2012 152 0.5% 3.6%

2012-2013 152 0.5% 4.1%

2013-2014 623 2.3% 14.8%

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Comments

The College has had a long-standing first year program, Adelante, that has regularly served approximately 150 students. As part of its efforts to scale up first year programs, the College added First Year Completion, which served 471 students in its first year. The College has integrated its first-year models to provide a more cohesive experience and differentiated the students served by each program by the level of English.

B. Intervention – Scale Information: According to the definition of scale provided below

(including the assigned percentages), enter which level of the target population your

college is currently serving with this intervention.

• Some (25% or less of the target student population)

• More (25.1 – 60% of the target student population)

• Most (more than 60% of the target student population)

Part 2: Question 2.B

Some

C. If your intervention is not currently reaching at least MORE (25.1-60%) of the target

student population, please explain why and describe how your college is working to

remedy any barriers or challenges it faces to scaling. If you are currently reaching

MORE of your target student population, enter “NA.”

Part 2: Question 2.C

Over the past several years the College has faced significant reductions in its budget. This has

led to a decrease in the number of classes available to students, the severity of which ranged

as high as the elimination of more than 6% of the College’s offerings in a single year. The

current year was the first in which the school did not face a budget reduction. With the ability to

stabilize the losses, the College chose to reallocate significant resources to support first year

programs. The College plans to expand these offerings by developing additional programs

meeting the needs of those testing in our lowest English level and those testing at College

level. In addition, the College is committed to scaling all successful elements of the program to

serve additional students. Combined with the GO East Los Angeles Initiative, it is apparent that

the College is highly invested in growing its first year programs to meet the needs of the

incoming students.

East Los Angeles College is one of the largest community colleges in the state. The size of the

college often limits bring initiatives to scale. However, the number of students served by its

interventions is quite large. In spite of the difficulty with coordinating such large scale initiatives,

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the College is dedicated to bringing its interventions to scale. To support these efforts, the

College has reorganized its administrative structure and will be adding an new associate dean

to manage the first year programs.

D. Describe how your institution has worked to scale the intervention over the years to

effectively increase the number of students being served. Be sure to include why

your college decided to scale the intervention, what resources and commitments your

institution dedicated to the scaling, and how your institution has addressed any

barriers to scaling.

Part 2: Question 2.D

The College has been evaluating its original first year program, Adelante, for several years. The

success rates of this program, demonstrated in the Educational Master Plan, made it clear that

cohort programs were an important element in improving student outcomes. The Educational

Master Plan included multiple objectives to grow existing cohort programs and develop new

ones. The Adelante program went through a yearlong viability study, which resulted in the

shifting of the programs focus to serve lower levels English preparation. Simultaneously, the

College championed the First Year Completion program, which sought to serve students testing

1-2 levels below college-level English. This initial scaling came at the cost of $640,000 in

instruction and a supplemental student success fund of up to a $1 million to aid students in their

academic courses.

The development of the GO East Los Angeles initiative solidifies the College’s dedication to

expand its first year programs. The President has asked the current administrator to develop

options for those testing at the lowest and highest levels of English. In addition, the initiative

has a signed commitment to serve all entering Garfield High School students in a first year

program. This commitment ensures that the College will provide whatever additional resources

are needed to fulfill its guarantee to the students and community.

E. Describe any plans your institution may have to further scale the intervention

Part 2: Question 2.E

The College plans on adding additional elements to serve the lowest hand highest levels of

English, which are not currently covered by the first year programs. Each level represents 10%

of the entering cohort. Even the smallest offerings in these areas would lead to a 15% scaling

of the program and allow the college to scale to serving 17% of the total entering class. In the

coming months, the College will be analyzing the impact of its GO East Los Angeles initiative

and will determine the level of scaling that will occur to support the 2015 entering class.

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Part 3: Ability to Lead

In this section, you will be asked to explain how your institution plans to be a leader within the

Achieving the Dream community of learners.

1. Describe how, as a Leader College, your institution will contribute to the larger Achieving the

Dream effort in terms of sharing and supporting replication of successful, scalable, and

sustainable innovations from your campus.

Part 3: Question 1

East Los Angeles College is prepared to become a national leader and support the efforts of Achieving the Dream throughout the country. The College has had significant achievement over the past decades. It has grown from a college of 12,000 students to one of the largest Latino serving institutions in the country. It is consistently ranked nationally as one of the leading colleges for conferring degrees to Hispanic/Latino students (http://www.ccweek.com/News/templates/pdfs/Top100/2013/CCWTOP100-2013-Ethnic/CCWtop100-2013-AS-Hispanic.pdf). While much has been accomplished, the College has consistently focused on continued improvement, often at the cost of sharing our successes with others. With its latest accomplishments in math and English improvement and the development of its first year programs, it is clear that the College has developed a model that supports positive student outcomes. The College is prepared to share these experiences with the Achieving the Dream network and promote similar improvements nationwide. As a large institution, East Los Angeles College brings with it significant assets. First, we will be able to serve as an example of how a large college can bring pilot initiatives to scale. This will include the ability to demonstrate how to shift to a culture of student success and equity in a diverse and large organization. Second, the College has nearly 300 fulltime faculty and many administrators. This large and dedicated group will allow the College to dedicate the time needed to work within the Achieving the Dream network and effectively advocate for its principles. Lastly, the College has large facilities capable of hosting leaders in the community college system and other institutions of higher education. We are prepared to serve as a venue

A key responsibility of being an Achieving the Dream Leader College is to support other

Achieving the Dream Institutions and advocate for the Achieving the Dream principles and

practices. Leader Colleges are expected to disseminate lessons from their Achieving the

Dream work (this could range from presentations at national conferences to authoring local or

national op-eds about student success and equity) and to support efforts to build a policy

environment in their state and nationally that promotes student success. Therefore, institutions

applying for Leader College status must demonstrate how they plan to:

• Provide support to other community colleges within the Achieving the Dream National

Reform Network

• Advocate for the core principles and values of Achieving the Dream both within their

state and nationally

• Disseminate lessons learned to other community colleges and related stakeholders

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for collegial engagement on student success. This ability demonstrated in recent months. The College has hosted a joint event with the Los Angeles Unified School District and California State University, Los Angeles to discuss barriers to transfer and to develop the GO East Los Angeles initiative. Similarly, the College has hosted the University of California, Los Angeles to discuss issues of equity and building a transfer culture that supports minority transfers to top universities, such as UCLA. East Los Angeles College has new and dedicated leadership that will allow the College years of stable focus on its initiatives. President Martinez brings a wealth of skills that include the ability to foster change and build college success. His leadership has moved the campus toward a more externally focused model that includes sharing our efforts with state and local leaders and the community at large. As we move forward in this direction, we will carry the Achieving the Dream banner and trumpet the benefits of evidence-driven decision-making, and the need to bring boutique programs to scale. These efforts have already occurred on a local level. The College has developed a reputation for effective research and integrated planning. These efforts are shared regularly through the District Planning and Accreditation Committee and the District Research Committee. The College welcomes the opportunity to broaden its sharing to the rest of the Achieving the Dream community. The President’s new model will also support active engagement with state legislators to advocate for positive change in the community college system. Lastly, the College has achieved its outcomes through effective and cost efficient means. As an example, the Office of Institutional Effectiveness has developed data models and delivery systems without significant augmentation of budget and no increase in staffing. It has shared this model through training of analysts that now serve other campuses districtwide. East Los Angeles College will avail itself to the opportunity to help other colleges with limited staffing develop cost effective means of producing high quality data and building a robust dialog on student success.

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2014 Leader College Application Checklist Please make sure you have the following items included in your submission.

❖ More information on each of these components and submission instructions can be found on the Achieving the Dream College Progress site.

2014 Leader College Application Item Completed?

2014 Leader College Application Narrative

Submitted as a PDF without pp. 1-7 of this document. Uploaded as one separate document (word or PDF) when submitting your 2014 Annual Reflection. Due by May 8, 2014.

Yes

ATD Data Template

Uploaded as one separate document as an (excel or PDF) when submitting your 2014 Annual Reflection. Due by May 8, 2014.

Yes

Interventions Showcase Updates

Update existing interventions and add new interventions to the Interventions Showcase by clicking on the link provided on the Annual College Progress website and logging in with the credentials sent to your Core Team Leader.

Yes

2014 Annual Reflection

Submitted via the Achieving the Dream website. Due by May 8, 2014.

Yes

**The file names of all documents should include the institution's name, an accurate description of what the document is, and the date: (e.g. SpringfieldCC_2013LeaderCollegeAp_5_8_14)