sbvc student equity plan a update and historical overview james e. smith, ph.d. dean, research,...

SBVC Student Equity Plan

A Update and Historical Overview

James E. Smith, Ph.D.Dean, Research, Planning, and

Institutional Effectiveness

HistoryVice-President of Student Services provides Administrative Oversight

o Started in 1994; updated 2001, 2005; 2008o Co-chair (or designee) the Research

Office of Research and Planning provides data and analysis.

o Demographic data from Environmental scans (Husing, Madrid)

o Performance data from CCCCO and the RP group• PFE (Partnership for Excellence), Datamart, Scorecard• Datatel System

o Campus Feedback from campus-wide dialogue to document recommendations for proposed actions—forums and focus groups that include:• Faculty, Staff, Students, community

Logistics for 2014 Submission

• Funding available o Governor’s $100,000,000 for the California Community College District

• Committee make-upo VPI & VPSS (or designees) two deans from SS, Two deans from

Instructions, Director of FA, Marketing, Research, and other interested faculty, administrators, staff, and students.

• Timelineo Campus and community dialogue (February through July 2014)o Academic Senate (preview April 2014; review document draft August)o President’s review and signature required o The Plan must be submitted on or before November 14, 2014

CCCCO Template

• The CCCCO template divides the plan into seven sections:

o A. Cover/Table of Contents/Signature pageo B. Executive Summaryo C. Campus-Based Researcho D. Goals and Activities for each success indicatoro E. Budget (source of funding for activities)o F. Evaluation Schedule and Processo G. Attachments (Optional)

Campus-Based Research: Achievement gaps are identified using

data to compare student performance on the basis of ethnicity, gender, age, and disability.

Campus based research is divided into 6 section

1) Access and Demographics with campus to

community comparisons; 2) Basic skills assessment and placement; 3) Retention, 4) Course completion; 5) Transfer to 4-year colleges; 6) Graduation with certificates and/or degrees;

Student Success Indicators andSample Data

Student Success Indicators

A. AccessThe 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.

B. Course Completion (Retention) 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.

C. ESL and Basic Skills CompletionThe ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or basic skills course compared to the number of those students who complete such a final course.

D. Degree and Certificate CompletionThe 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.

E. TransferThe 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.

F. Student Success and Support Program Services (from SSSP Plan)The effect of the requirements related to mandatory participation of new students in SSSP services and enrollment priority on indicators A-E above, as well as the loss of Board of Governors (BOG) fee waiver of new students.

Access to Enrollment uses Service Area as

Baseline

2012 Population byRace & Ethnicity

Area Count

Area Percent

Campus percent 2012-13 Difference

Asian 83,719 6% 6% 0

Black 137,706 10% 16% +6

Hispanic 780,357 55% 59% +4

Other 40,597 3% 3% 0

White 377,767 27% 17% -10

Total1,420,146 100% 100% 0

2012 Population by Race & Ethnicity – SBVC Core AreaSource: CCCCO Data Mart. See Appendix # for regional comparison.

Access Challenges:Our Area has Population Growth in the

Face of Shrinking High School

Graduation Numbers

Projected Population Growth

0 to 4 years 5 to 14 years 15 to 18 years 19 to 22 years 23 to 25 years0%

2%

4%

6%

8%

10%

12%

14% Population Growth 2012-2017 p.40

SBCCD

K-12 Pipeline

Ann

ual S

BVC Are

a HS G

radu

ates

Ann

ual C

HC Are

a HS G

radu

ates

Ann

ual R

ivers

ide

Count

y HS G

radu

ates

Ann

ual S

an B

erna

rdin

o Cou

nty H

S Gra

duat

es0

50001000015000200002500030000350004000045000

Projected Annual HS Graduation Count

2013 - 20152015 - 2024 2025 - 2028

Stu

dent

count

Projected drop in HS graduates until 2025 (13%)

Ethnic Trends Among Enrolled Students

Figure 1 Ethnic Trends

Transfer 2011-12CSU Transfers – 2011-2012 by Ethnicity

EthnicityTotal SBVC Students

Percentage of Total SBVC Transfer Students

African American 44 13.02%

American Indian 0 0.00%

Asian 15 4.44%

Filipino 5 1.48%

Mexican American 139 41.12%

Other Latino 41 12.13%

Pacific Islander 0 0.00%

White 53 15.68%

Two or more races 5 1.48%

Unknown 25 7.40%

Non-Resident Alien 11 3.25%

Total 338 100.00%

Basic Skills --Math Assessment to Basic Skills Math

2006 2007 2008 2009 2010 2011 2012 2013

Asian 41.48% 48.04% 41.45% 54.54% 48.15% 33.17% 31.61% 41.51%

Black 83.94% 84.61% 85.40% 82.73% 82.13% 69.26% 66.16% 62.98%

Hispanic

72.71% 74.62% 69.12% 71.12% 55.10% 53.31% 51.34% 48.94%

White 68.00% 62.09% 60.58% 65.43% 55.52% 52.36% 42.95% 40.50%

Whose Ready for Transfer Level

Reading?Assessment to Transfer Level Reading

2006 2007 2008 2009 2010 2011 2012 2013

Asian 50% 53% 36% 41% 12% 35% 27% 24%

Black 60% 63% 55% 53% 25% 41% 23% 27%

Hispanic

65% 63% 58% 58% 33% 43% 27% 28%

White 81% 82% 64% 52% 55% 51% 47% 49%

Whose Ready for Transfer Level

English?Assessment to Transfer Level English

2006 2007 2008 2009 2010 2011 2012 2013

Asian15.29

%11.87

%8.12

% 2.11% 16.13%

30.00%

29.15%

31.03%

Black 8.23% 4.46% 4.76% 6.11% 22.77

%21.92

%20.25

%23.59

%

Hispanic 8.31% 4.45% 4.67% 5.96% 25.19

%19.97

%26.74

%26.58

%

White21.10

%12.54

%9.86

%23.36

%38.52

%25.32

%41.11

%39.84

%

Success in Basic SkillsAll Basic Skills Courses – Fall 2012

Ethnicity Scorecard Success Rates

Peer Group

African American 37.0%

Asian 77.2%

Hispanic 52.4%American Indian/Alaskan Native 58.3%

Multi-Ethnicity 55.4%

Pacific Islander 50.0%

White 69.0%

Unknown 38.5%

Success in Transfer level Courses

Success Rate Transfer courses – Fall 2012

Ethnicity Course level Success Rates

Peer Group

African American 61.1%

Asian 75.6%

Hispanic 78.2%

American Indian/Alaskan Native 77.4%

Multi-Ethnicity 80.0%

Pacific Islander 70.0%

White 74.2%

Unknown 62.1%

Whose ready for transfer level work from the start?

Asian Black Hispanic White Unreported Average0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

Prepared Percentages by Race/Ethnicity

Scorecard Cohort (2006-07)

Scorecard Cohort 2006-07 Entry Level

Preparation

Race/EthnicityNot

prepared Prepared Grand Total percent

Asian 49 14 63 22.22%

Black 256 19 275 6.91%

Filipino 21 1 22 4.55%

Hispanic 718 65 783 8.30%

Nat. Amer. 13 2 15 13.33%

Pac. Isl. 7 3 10 30.00%

White 218 37 255 14.51%

Unreported 97 14 111 12.61%

Average 1379 155 1534 10.10%

Student Progress and Achievement Rate

(SPAR)

African-Amer Hispanic Asian White

-15.00%

5.00%

25.00%

45.00%

65.00%

85.00%

105.00%

64.70%

45.90%

100.00%

47.20%

37.50%30.80%

44.90%

33.60%

SPAR Success Rates by Race and Preparation

Prepared unprepared

Five Cohorts on Overall Completion

(SPAR)

2002-2003 2003-2004 2004-2005 2005-2006 2006-200720%

25%

30%

35%

40%

45%

50%

55%

60%

45%

42%43%

42%

39%

53%

47%46%

53%

57%

42%

36%34% 34%

32%

44%45%

44%

40%

36%

2013 Scorecard Completion Data

African AmericanAsianHispanicWhite

Five Cohorts on Overall

Completion

(Prepared Students as defined by the CCCCO

Scorecard)Race/Ethnicity 06-07 cohort count

02-03 03-04 04-05 05-06 06-07

African American (n=19) 79.2% 70.6% 86.7% 80.0% 64.7%

American Indian/Alaskan Native (n=2)

0.0% 0.0% 100.0% NA 100.0%

Asian (n=14) 90.0% 54.5% 71.4% 91.7% 100.0%

Filipino (N=1) 57.1% NA 100.0% 100.0% 100.0%

Hispanic (n=65) 62.3% 50.0% 54.8% 47.2% 45.9%

Pacific Islander (n=3) 100.0% 100.0% 100.0% 100.0% 33.3%

White (n=37) 61.8% 68.8% 67.7% 55.6% 47.2%

Persistence (Three Semesters)

Race/Ethnicity 02-03 03-04 04-05 05-06 06-07

African American 59.2% 60.0% 63.0% 61.0% 50.00%

American Indian/Alaskan Native

50.00% 73.3% 62.5% 60.0% 86.7%

Asian 64.6% 68.2% 70.8% 66.7% 63.5%

Filipino 66.7% 89.3% 63.6% 66.7% 68.2%

Hispanic 66.3% 72.0% 66.8% 64.9% 67.7%

Pacific Islander 46.2% 52.6% 75.0% 58.3% 55.6%

White 62.1% 70.7% 60.3% 65.3% 65.2%

Remedial EnglishRace/Ethnicity 02-03 03-04 04-05 05-06 06-07



0.0% 20.0% 14.3% 25.0% 30.0%

Asian 28.6% 31.3% 26.2% 42.9% 34.0%

Filipino 14.3% 37.5% 23.1% 44.4% 36.8%

Hispanic 19.0% 17.2% 23.3% 23.5% 24.1%


White 14.9% 17.7% 17.6% 32.8% 31.8%

Remedial MathRace/Ethnicity 02-03 03-04 04-05 05-06 06-07



41.2% 11.8% 41.2% 33.3% 46.7%

Asian 32.1% 38.5% 39.7% 41.5% 47.3%

Filipino 35.5% 33.3% 21.9% 26.1% 50.0%

Hispanic 32.6% 32.4% 27.2% 29.3% 34.3%


White 25.3% 28.9% 30.6% 32.8% 32.7%

Scorecard Cohort Data 2013:

Basic Skills Progress Rates

African-Amer Nat. Amer. Asian Filipino Hispanic Pacific Isl. White0

0.1

0.2

0.3

0.4

0.5

0.6

Math English

Critical Measures from Scorecard

Valley Outcome Improvement

Rates by EthnicityEthnicity CTE Completion

Overall 52.3% 35.6%

African American 52.1% 39.2%

Native American 35.7% 33.3%

Asian 59.7% 57.1%

Filipino 72.2% 22.7%

Hispanic 51.5% 32.0%

Pacific Islander 71.1% 33.3%

Caucasian 50.1% 35.6%

Appendices•

MAPS 1,2,3

ARCC 2.0 Momentum Point Outcomes

• Persistence - Percentage of degree and/or transfer-seeking students tracked for six years from 2006-07 to 2011-12 who enrolled in the first three consecutive terms. This metric is considered a milestone or momentum point, research shows that students with sustained enrollment are more likely to succeed.

• Remedial (English and Math) - Percentage of credit students tracked for six years from 2006-07 to 2011-12 who started below transfer level in English, mathematics, and/or ESL and completed a college-level course in the same discipline.

• 30 Units - Percentage of degree and/or transfer seeking students tracked for six years from 2006-07 to 2011-12 who achieved at least 30 units. Credit accumulation, 30 units specifically, tend to be positively correlated with completion and wage gain.

ARCC 2.0 Outcomes• Completion (SPAR) - percentage of degree and/or

transfer-seeking students tracked for six years from 2006-07 to 2011-12 who completed a degree, certificate or transfer related outcomes. Cohorts separated by prepared and remedial students.

• Career Technical Education (CTE) - Percentage of students tracked for six years from 2006-07 to 2011-12 who completed several courses classified as career technical education (or vocational) in a single discipline and completed a degree, certificate or transferred.

ARCC 2.0 Comparison Groups

• ARCC 2.0 has added a remedial and college prepared cohort for the following outcomeso Persistenceo 30 Unitso Completion (SPAR)

• Remedial Progress Rate (Unprepared for College) - The percentage of credit students who start out at any levels below transfer in English, Mathematics, and/or ESL

• College Prepared Rate – First attempted math or English was transfer level.

SBVC Core Area (90% of SBVC students reside in this area)

Briefs• A Coming Crisis

• Scorecard Cohort vs Overall Measures

sbvc student equity plan a update and historical overview james e. smith, ph.d. dean, research,...

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