student equity plan - el camino college · c ategories outreach student equity...
TRANSCRIPT
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WELCOME
SPRING PROFESSIONAL DEVELOPMENT DAY
January 14, 2016
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STUDENT EQUITY PLAN Professional Development Day January 14, 2016
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doesn’t mean
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FUNDING CATEGORIES
Outreach
Student Equity Coordination/Planning
Instructional Support Activities
Student Services or other Categorical Program
Curriculum/Course Development or Adaptation
Direct Student Support
Research and Evaluation
Professional Development
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DATA – COURSE COMPLETION ECC, FALL 2014
9.24% -3.79%
-10.07%
-2.75%
-8.63%
9.58%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Percentage of coursespassed (A, B, C, or credit)out of the coursesstudents enrolled in oncensus day
Average Pass Rate
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DATA – COURSE COMPLETION ECC: COURSES LOST
Student Group
Equity Gap (%)
Equity Gap
(decimal)
Multiply
# courses enrolled on census day
Number of
courses “lost”
African American
-10.07 -0.1007 X 7,287 734
American Indian/ Alaska Native
-3.79 -0.0379 X 68 2.6
Native Hawaiian or Pacific Islander
-8.63 -0.0863 X 289 25
Hispanic or Latino
-2.75 -0.0275 X 27,088 745
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DATA – BASIC SKILLS COURSE COMPLETION ECC
13.80% 15.90% 12.20%
-16.10%
-0.20%
-9.40%
-17.70%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Completion Rate
AverageCompletion Rate
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PLAN ORGANIZATION AT ECC
Across Curriculum Interventions
Promoting traditional student support
activities: i.e., tutoring, Supplemental
instruction, etc.
Success Indicator:
Course Completion
Professional Development
Work with the Professional
Development office and Faculty Development
Committee to schedule ongoing development
in areas affecting equity
Success Indicators: Degree/Certificate
Completion Transfer/Access
Student Equity Support
Promoting
Collaborations between focused
programs: i.e., Veterans, Foster
Youth, Project Success, Puente, etc.
Success Indicators: ESL/Basic Skills
Student Equity Program
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DATA – COURSE COMPLETION COMPTON FALL 2014
-6.90%
20.00%
3.30%
-19.50% -21.00%
-3.20%
9.80%
-2.00%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Percentage of coursespassed (A, B, C, or credit)out of the courses studentsenrolled in on census dayAverage Pass Rate
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DATA – COURSE COMPLETION COMPTON: COURSES LOST
Student Group
Equity Gap (%)
Equity Gap
(decimal)
Multiply
# courses enrolled
on census day
Number of
courses “lost”
African American -6.90 -0.0690 X 12,228 843
American Indian/ Alaska Native
-19.50 -0.1950 X 37 7.2
Pacific Islander -21.00 -0.2100 X 252 53
Foster Youth -16.60 -0.1660 X 388 64
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DATA – BASIC SKILLS COURSE COMPLETION COMPTON
-10.30%
22.40%
7.90%
45.50%
-19.10%
-4.00%
-8.60%
-21.20%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Completion Rate
Average Completion Rate
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SOME PROPOSED ACTIVITIES
Implement embedded class tutoring in courses that traditionally have low success rates.
Redesign in-class tutoring program for developmental writing courses to improve success and retention.
Employee development in cultural awareness, intergroup dialogue, syllabus preparation, etc.
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SOME PROPOSED ACTIVITIES, CONTINUED
Implement a Bridge English Program to accelerate pathways to transfer-level courses.
Create peer mentor programs to improve student
engagement.
Develop diagnostic tests for each Math course that would be utilized to develop student success strategies.
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BUDGET OVERVIEW
El Camino
2014-15 budget: $1,044,414
2015-16 budget: $2,112,177
Compton Center
2014-15 budget: $401,975
2015-16 budget: $821,379
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PROJECT HIGHLIGHTS
Addressing Disproportionate Impact in Behavioral and Social Sciences Courses –
Jason Suárez A Pathway Toward Equity in Developmental
Math – Arturo Martinez and Lars Kjeseth
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Addressing Disproportionate Impact in Behavioral and Social Sciences
Courses
Spring 2016 Professional Development Day
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The BSS student equity challenge
Demographic # enrollment % enrollment D, F, NP, W % courses not passed
African-American
4,104 15% 1,660 40%
Asian 4,066 15% 695 17%
Latino 14,492 52% 4,591 32%
Pacific Islander 137 0% 62 45%
White 3,566 13% 310 27%
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How can BSS contribute to student equity?
Student Services
College Readiness Courses
Student Programs
Institutional Response
Historically, the focus has primarily been on college readiness programs and interventions.
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Current trends explored
Give Students a Compass National initiative Advances liberal learning and underserved student success
Conferences/Institutes 3CSN Southern California Equity Summit Threshold Concepts Wicked Problems Leadership Institute
High Impact Practices/Learning Theory Learning Communities Affective and Experiential Learning
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BSS pilot approach
Learning Community
High Impact
Practices
Faculty Training
Integration
Student equity is addressed by changing practices in the classroom and redesigning curriculum.
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Faculty training
Student Equity Reenvisioned Workshops From a Deficit-minded to an Equity-Minded
Framework
Threshold Concepts and Student Bottlenecks
“Re-mapping” General Education
Affective and Experiential Learning
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Theme-based learning community
Foundational - Interest - Disproportionate Impact
Fall 2016 theme – Social Problems
Human Development 10: Strategies for Creating Success in College and in Life
Ethnic Studies 1: Introduction to Ethnic Studies History 101: United States History to 1877
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High impact practices
Infusion into course design Threshold Concepts: discipline-based thinking
Service Learning: integrate community service/instruction
Signature Project: research on student-defined social problem
PASS Mentors: peers assisting students with course content
Student Services: Counseling/Career /Transfer
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To learn more visit
http://eccser.org
Jason R. Suárez Instructor of History Behavioral and Social Sciences Division [email protected] El Camino College
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A PATHWAY TOWARD EQUITY IN DEVELOPMENTAL MATH
Lars Kjeseth & Art Martinez
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Proven strategies for closing equity gaps in developmental education:
1. Program Redesign (Acceleration) 2. Assessment / Placement Reform 3. Co-requisites / Mainstreaming
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Proven strategies for closing equity gaps in developmental education:
1. Program Redesign (Acceleration)
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Proven strategies for closing equity gaps in developmental education:
1. Program Redesign (Acceleration) Design new pathways, which move
students more quickly into transfer-level English and mathematics courses in a way that prepares students for success in their chosen area of study.
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Arithmetic
Pre-Algebra
Elementary Algebra
Intermediate Algebra
1. Program Redesign (Acceleration)
The Traditional Developmental Mathematics Program...
A 2008 - 2010 ECC tracking study of first-time arithmetic students yielded abysmal developmental math completion rates.
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Developmental Mathematics Tracking Study
N=918 ECC Institutional Research Study 2008 - 2010
Students who first attempted arithmetic in Fall 2008
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Developmental Mathematics Tracking Study
Students who passed arithmetic, pre-algebra, elementary algebra, intermediate algebra
N=492
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Developmental Mathematics Tracking Study
Students who passed arithmetic, pre-algebra, elementary algebra, intermediate algebra
N=292
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Developmental Mathematics Tracking Study
Students who passed arithmetic, pre-algebra, elementary algebra, intermediate algebra
N=135
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Developmental Mathematics Tracking Study
Students who passed arithmetic, pre-algebra, elementary algebra, intermediate algebra
N=50
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Developmental Mathematics Tracking Study
Students who completed Developmental Math
50 Students out of 918 = 5%. Unacceptable!
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1. Program Redesign
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ECC Acceleration Results 2011 - 2014
Developmental Mathematics 3-yr Completion Rates Pre-Reforms Post-Reforms All Levels
(three cohorts prior to Spring 2011)
All Levels (three cohorts after
Fall 2011)
Arithmetic & Prealgebra
( Math 12,23 cohorts after F ‘11)
BAM (three Math 37
cohorts after F’11)
All Students
29% 41% 13% 41%
African Americans 13% 24% 3% 22% Latino / Latina 29% 39% 9% 46% White (non-Hispanic) 41% 59% 11% 40%
Improved completion rates for all students at all levels, but equity gaps persist.
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ECC Acceleration Results 2011 - 2014
Developmental Mathematics 3-yr Completion Rates Pre-Reforms Post-Reforms All Levels
(three cohorts prior to Spring 2011)
All Levels (three cohorts after
Fall 2011)
Arithmetic & Prealgebra
( Math 12,23 cohorts after F ‘11)
BAM (three Math 37
cohorts after F’11)
All Students
29% 41% 13% 41%
African Americans 13% 24% 3% 22% Latino / Latina 29% 39% 9% 46% White (non-Hispanic) 41% 59% 11% 40%
Improved completion rates for all students at all levels, but equity gaps persist.
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ECC Acceleration Results 2011 - 2014
Developmental Mathematics 3-yr Completion Rates Pre-Reforms Post-Reforms All Levels
(three cohorts prior to Spring 2011)
All Levels (three cohorts after
Fall 2011)
Arithmetic & Prealgebra
( Math 12,23 cohorts after F ‘11)
BAM (three Math 37
cohorts after F’11)
All Students
29% 41% 13% 41%
African Americans 13% 24% 3% 22% Latino / Latina 29% 39% 9% 46% White (non-Hispanic) 41% 59% 11% 40%
Improved completion rates for all students at all levels, but equity gaps persist.
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ECC Acceleration Results 2011 - 2014
Developmental Mathematics 3-yr Completion Rates Pre-Reforms Post-Reforms All Levels
(three cohorts prior to Spring 2011)
All Levels (three cohorts after
Fall 2011)
Arithmetic & Prealgebra
( Math 12,23 cohorts after F ‘11)
BAM (three Math 37
cohorts after F’11)
All Students
29% 41% 13% 41%
African Americans 13% 24% 3% 22% Latino / Latina 29% 39% 9% 46% White (non-Hispanic) 41% 59% 11% 40%
Improved completion rates for all students at all levels, but equity gaps persist.
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ECC Acceleration Results 2011 - 2014
Developmental Mathematics 3-yr Completion Rates Pre-Reforms Post-Reforms All Levels
(three cohorts prior to Spring 2011)
All Levels (three cohorts after
Fall 2011)
Arithmetic & Prealgebra
( Math 12,23 cohorts after F ‘11)
BAM (three Math 37
cohorts after F’11)
All Students
29% 41% 13% 41%
African Americans 13% 24% 3% 22% Latino / Latina 29% 39% 9% 46% White (non-Hispanic) 41% 59% 11% 40%
Improved completion rates for all students at all levels, but equity gaps persist.
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ECC Acceleration Results 2011 - 2014
Developmental Mathematics 3-yr Completion Rates Pre-Reforms Post-Reforms All Levels
(three cohorts prior to Spring 2011)
All Levels (three cohorts after
Fall 2011)
Arithmetic & Prealgebra
( Math 12,23 cohorts after F ‘11)
BAM (three Math 37
cohorts after F’11)
All Students
29% 41% 13% 41%
African Americans 13% 24% 3% 22% Latino / Latina 29% 39% 9% 46% White (non-Hispanic) 41% 59% 11% 40%
Improved completion rates for all students at all levels, but equity gaps persist.
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ECC Acceleration Results 2011 - 2014
Developmental Mathematics 3-yr Completion Rates Pre-Reforms Post-Reforms All Levels
(three cohorts prior to Spring 2011)
All Levels (three cohorts after
Fall 2011)
Arithmetic & Prealgebra
( Math 12,23 cohorts after F ‘11)
BAM (three Math 37
cohorts after F’11)
All Students
29% 41% 13% 41%
African Americans 13% 24% 3% 22% Latino / Latina 29% 39% 9% 46% White (non-Hispanic) 41% 59% 11% 40%
Improved completion rates for all students at all levels, but equity gaps persist.
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ECC Acceleration Results 2011 - 2014
Developmental Mathematics 3-yr Completion Rates Pre-Reforms Post-Reforms All Levels
(three cohorts prior to Spring 2011)
All Levels (three cohorts after
Fall 2011)
Arithmetic & Prealgebra
( Math 12,23 cohorts after F ‘11)
BAM (three Math 37
cohorts after F’11)
All Students
29% 41% 13% 41%
African Americans 13% 24% 3% 22% Latino / Latina 29% 39% 9% 46% White (non-Hispanic) 41% 59% 11% 40%
Improved completion rates for all students at all levels, but equity gaps persist.
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Why ECC Acceleration Works:
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Why ECC Acceleration Works: • Focused: Shorter pathways to
transfer-level allow students to remain motivated to succeed.
• Nurtured: Affective domain activities inspire students to persevere.
• Engaged: Students grapple with
activities that emphasize critical thinking in authentic problems.
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Why ECC Acceleration Works: • Directed: These courses have clear and
high expectations. Students are accountable for meeting these standards.
• Valued: Students’ previous knowledge is honored and leveraged in the course.
•
• Connected: Frequent one-on-one conversations between instructors and students about progress and goals.
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HAVE A GREAT SEMESTER!