Spring 2016 Professional Development Day
Text/Accessible Version of Slideshow
Slide 1
Welcome
Spring Professional Development Day
January 14, 2016
Slide 2
Student Equity Plan
Professional Development Day
January 14, 2016
Slide 3
Image: This picture is being used to illustrate the difference between equality and equity. On the left
side of the page, there are three people of varying height attempting to pick fruit off a tree. One person
is short, one person is tall, and one person is medium height. They are each standing on a single box in
order to make them taller. However, with the added height of that single box, only the tallest person is
now able to reach the tree and can pick the fruit. The short person and the medium-height person are
still too short to reach the fruit. This side is illustrating equality, as all three people have been given the
same thing (i.e., 1 box.)
The right side of the page illustrates equality. The same three people are attempting to pick fruit off the
tree. Now, however, the medium-height person has been given 2 boxes and the short person has been
given 3 boxes to stand on. (The tall person still has 1 box.) All three people are now able to reach the
tree and pick the fruit. This side is illustrating equity, as each person has been given the extra height
he/she needed in order to reach the tree to pick the fruit.
The words beneath the image say, “Equality doesn’t mean Equity.”
Slide 4
Title: Equity Plan Outline
Chart Name: Planning
Top-level bubble: Planning, Process, and Collaboration.
Second-level bubble: Coordinating Programs









Disabled Student Programs and Services (DSPS)
Extended Opportunity Programs and Services (EOPS) and Special Services
Math, Engineering, Sscience Achievement (MESA), Puente and Middle College High School
Programs
Student Success and Support Program (SSSP)
Programs for foster youth
Programs for veterans
California Work Opportunity and Responsibility to Kids (CalWORKs)
Student Financial Aid Administration, Board Financial Assistance Program (BFAP)
Basic Skills Initiative (BSI)
Slide 5
Title: Success Indicators
Top-level bubble:
The success indicators are:





Access
Course Completion
ESL and Basic Skills Completion
Degree And Certificate Completion
Transfer
Secondary bubble: Success Indicator Components
1.
2.
3.
4.
5.
Campus-Based Research (DATA)
Goals
Activities
Funding
Evaluation
Additional Secondary bubble: Racial / Ethnic Groups







American Indian or Alaska Native
Black or African American
Hispanic or Latino
Native Hawaiian or other Pacific Islander
Asian
White
More than one race
Additional Secondary Bubble: Characteristics






Males
Females
Veterans
Current or former foster youth
Students with disabilities
Low-income students
Slide 6
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
Slide 7
[Note: The following graph, as well as the other graphs included here, should be parsable by a screen
reader. If it is not parsable by your screen reader, or if you need a text-only descriptive version, please
contact Elana at eazose@elcamino.edu.]
Graph title: Data – Course Completion ECC, Fall 2014
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
9.58%
9.24%
-3.79%
90.00%
80.00%
-2.75%
70.00%
-10.07%
-8.63%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Percentage of courses passed (A, B, C, or credit) out of the
courses students enrolled in on census day
Average Pass Rate
Slide 8
Chart title: Data – Course Completion ECC: Courses Lost
Student
Group
Equity
Gap
(%)
Equity Gap
Multiply
# courses
enrolled on
census day
Number of
courses “lost”
(decimal)
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
Slide 9
Graph title: Data – Basic Skills Course Completion ECC
70.00%
70.00%
15.90%
12.20%
13.80%
60.00%
60.00%
-0.20%
50.00%
40.00%
50.00%
-9.40%
-16.10%
30.00%
-17.70%
40.00%
30.00%
20.00%
20.00%
10.00%
10.00%
0.00%
Completion
Rate
Average
Completion
Rate
0.00%
Slide 10
Title: Plan Organization at ECC
The chart shows the ‘Student Equity Program’ being divided into 3 segments:
Segment 1 – Student Equity Support
Promoting Collaborations between focused programs: i.e., Veterans, Foster Youth, Project Success,
Puente, etc.
Success Indicators: ESL/Basic Skills
Segment 2 – 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
Segment 3 – Across Curriculum Interventions
Promoting traditional student support activities: i.e., tutoring, Supplemental instruction, etc.
Success Indicator: Course Completion
Slide 11
Graph title: Data – Course Completion Compton; Fall 2014
90%
20.00%
80%
9.80%
3.30%
-3.20% -2.00%
70%
60% -6.90%
-19.50%
50%
-21.00%
40%
30%
20%
10%
0%
Percentage of
courses passed (A,
B, C, or credit) out
of the courses
students enrolled
in on census day
Average Pass Rate
Slide 12
Chart title: Data – Course Completion Compton: Courses Lost
Student Group
Equity Gap
(%)
Equity Gap
Multiply
# courses
enrolled on
census day
Number of
courses
“lost”
(decimal)
-6.90
-0.0690
X
12,228
843
-19.50
-0.1950
X
37
7.2
-21.00
-0.2100
X
252
53
-16.60
-0.1660
X
388
64
African American
American Indian/
Alaska Native
Pacific Islander
Foster Youth
Slide 13
Graph title:
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Data – Basic Skills Course Completion Compton
45.50%
22.40%
7.90%
-4.00%
-8.60%
-10.30%
-19.10%
-21.20%
Completion Rate
Average
Completion Rate
Slide 14
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.
Slide 15
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.
Slide 16
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
Slide 17
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
Slide 18
[Note: Slides 18-26 are from Jason Suarez’s presentation.]
Addressing Disproportionate Impact in Behavioral and Social Sciences Courses
Spring 2016 Professional Development Day
Image: The logo for SER – Student Equity Re-envisioned
Slide 19
The BSS student equity challenge
Table title: BSS Fall 2014-Spring 2015 Disaggregated Data
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%
Slide 20
How can BSS contribute to student equity?
Historically, the focus has primarily been on college readiness programs and interventions.
Image: A pyramid made up of 4 triangles. The top triangle is Student Programs. The bottom three
triangles are Student Services, Institutional Response, and College Readiness Courses.
Slide 21
Title: Current trends explored
1. Give Students a Compass

National initiative

Advances liberal learning and underserved student success
2. Conferences/Institutes

3CSN Southern California Equity Summit

Threshold Concepts Wicked Problems Leadership Institute
3. High Impact Practices/Learning Theory

Learning Communities

Affective and Experiential Learning
Slide 22
BSS pilot approach
Student equity is addressed by changing practices in the classroom and redesigning curriculum.
Image: A pyramid made up of 4 triangles. The top triangle is Faculty Training. The bottom three triangles
are Learning Community, Integration, and High Impact Practices.
Slide 23
Faculty training
Student Equity Re-envisioned Workshops

From a Deficit-minded to an Equity-Minded Framework

Threshold Concepts and Student Bottlenecks

“Re-mapping” General Education

Affective and Experiential Learning
Slide 24
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
Slide 25
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
Slide 26
To learn more visit http://eccser.org
Jason R. Suárez
Instructor of History
Behavioral and Social Sciences Division
jsuarez@elcamino.edu
El Camino College
Image: The logo for SER – Student Equity Re-envisioned
Slide 27
[The following slides are from the final presentation]
A Pathway Toward Equity in Developmental Math
Lars Kjeseth & Art Martinez
Slide 28
Proven strategies for closing equity gaps in developmental education:
1. Program Redesign (Acceleration)
2. Assessment / Placement Reform
3. Co-requisites / Mainstreaming
Slide 29
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.
Slide 30
Title: 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.
Diagram description: The traditional developmental mathematics program is a sequence of four courses:
arithmetic, pre-algebra, elementary algebra, and intermediate algebra. The diagram on this slide lists
these four levels, starting with arithmetic at the top and progressing to intermediate algebra at the
bottom, with arrows between each level.
Slide 31
[Note: the following 6 slides have the same title – Developmental Mathematics Tracking Study]
Students who first attempted arithmetic in Fall 2008
Image description: The 918 students who first attempted arithmetic in Fall 2008 are represented in the
figure by 918 randomly scattered small blue diamonds.
Slide 32
Students who passed arithmetic
Image description: After two years, 492 students from the original 918 students had passed arithmetic.
These students are represented in a figure where only 492 of the blue diamonds appearing in the box on
the previous slide remain.
Slide 33
Students who passed arithmetic and pre-algebra
Image description: After two years, 292 students from the original 918 students had passed arithmetic
and pre-algebra. These students are represented in a figure where only 292 of the blue diamonds
appearing in the box on the previous slide remain.
Slide 34
Students who passed arithmetic , pre-algebra, and elementary algebra
Image description: After two years, 135 students from the original 918 students had passed arithmetic,
pre-algebra, and elementary algebra. These students are represented in a figure where only 135 of the
blue diamonds appearing in the box on the previous slide remain.
Slide 35
Students who passed arithmetic , pre-algebra, and elementary algebra, and intermediate algebra
Image description: After two years, 50 students from the original 918 students had passed arithmetic,
pre-algebra, elementary algebra, and intermediate algebra. These students are represented in a figure
where only 50 of the blue diamonds appearing in the box on the previous slide remain.
Slide 36
Students who completed Developmental Math
50 Students out of 918 = 5%. Unacceptable!
Image description: This slide summarizes slides 31 – 35, emphasizing the fact that only 5% of the 918
students who started in Fall 2008 finished developmental mathematics after two years. The figure has
the 918 diamonds as in slide 32, but 50 of them are red and the rest are blue.
Slide 37
Flowchart description: The traditional developmental mathematics pathway is the arithmetic – prealgebra – elementary algebra – intermediate algebra sequence of courses (these 4 courses appear in
text bubbles to the right on the slide). The new developmental mathematics pathways are created by
the introduction of two new courses, “BAM” and “GEA” (these acronyms appear on the left-hand side of
the slide). GEA is a course one level below transfer that points to General Education Transfer-Level
Mathematics and is a prerequisite for all non-STEM/non-Business entry-level transfer-level mathematics
courses. GEA is open to any student qualified to take elementary algebra and in the diagram is at the
same level as intermediate algebra. BAM, open to any student but recommended for students placing
below elementary algebra, is an entry level course with three levels (A, B, and C), which create the
possibility for any student to advance to Elementary Algebra or GEA if she passes Levels A and B, or to
Intermediate Algebra if she passes Levels A, B, and C. Hence, BAM has lines pointing to Elementary
Algebra, Intermediate Algebra, and GEA in the diagram. Intermediate algebra for STEM/Business points
to all transfer-level mathematics and is a prerequisite for all entry-level transfer-level mathematics
courses.
Slide 38
[Note: the following 7 slides have the same title and subtitle – ECC Acceleration Results 2011 – 2014
Improved completion rates for all students at all levels, but equity gaps persist.]
On this and the next 7 slides, there is a two-way table. The body of the table contains four rows and
four columns. The headers for the rows are the following categories: All Students, African-Americans,
Latino/Latina, and White (non-Hispanic). The four columns all contain 3-yr developmental mathematic
completion rates (in percentages). The first column contains the data for all levels of developmental
mathematics pre-reforms and is based on three cohorts prior to Spring 2011. The next three columns
contain the data that was collected post-reforms. The first of these columns is again for all levels of
developmental mathematics (post-reform) and based on three cohorts after Fall 2011. The next column
breaks out those students from these three cohorts that started in arithmetic or pre-algebra. The last
column breaks out those students from these three cohorts that started in BAM.
On this slide, we highlight the fact that 29% of all students starting at all levels in these three cohorts
prior to Spring 2011 (pre-reforms) completed developmental mathematics after 3 years.
Slide 39
On this slide, we compare the 29% pre-reform developmental completion rate (for all students starting
at all levels) with the 41% post-reform completion rate (for all students starting at all levels).
Slide 40
On this slide, we break out the pre-reform 3-yr developmental completion rates(for all students at all
levels) by African-American (13%, Latino/Latina (29%), and White (non-Hispanic) (41%).
Slide 41
On this slide, we compare the pre-reform and post-reform 3-yr developmental completion rates (for all
students at all levels) by African-American (13% pre-reform to 24% post-reform), Latino/Latina (29% prereform to 39% post-reform), and White (non-Hispanic) (41% pre-reform to 59% post-reform).
Slide 42
On this slide, we focus again on all students starting at all levels, seeing again the 41% 3-yr
developmental completion rate. In the next slide we will break out the students starting in arithmetic or
pre-algebra and the students starting in BAM.
Slide 43
On this slide, we see that among all students starting in arithmetic or pre-algebra 13% completed
developmental math within three years and that 41% of students starting in BAM completed
developmental math within three years.
Slide 44
On this slide, we see that among all students starting in arithmetic or pre-algebra, the Latino/Latina (9%)
and White (non-Hispanic) (11%) groups have completion rates below but near the average for all
students (13%). However, the African-American group has a considerably lower completion rate (3%).
Slide 45
On this slide, we see that among all students starting in BAM, the Latino/Latina (46%) and White (nonHispanic) (40%) groups have completion rates near or above the average for all students (41%). AfricanAmericans have a completion rate of 22%, well below the average of 41%, but still a great improvement
over the completion rate for African-American students staring in arithmetic or pre-algebra. Indeed, all
race/ethnic groups see considerable improvement in developmental math completion rates by starting
in BAM rather than arithmetic or pre-algebra.
Slide 46
[Note: The next 3 slides all have the same title - Why ECC Acceleration Works]
In the next three slides, we point out features of BAM and GEA (ECC Acceleration) that contribute to its
success, comparing these to the six characteristics the RP Group says contribute to student success.
The circular diagram contains the six attributes (Focused, Nurtured, Engaged, Connected, Valued, and
Directed) with lines connect these attributes to each other, suggesting how these characteristics are all
interdependent. The next two slides have the details.
Slide 47
The right half of the diagram from the previous slide (containing the Focused, Nurtured and Engaged
attributes) are lined up with the three examples given on the page:
•
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.
Slide 48
The left half of the diagram from the slide two before this one (containing the Directed, Valued and
Connected attributes) are lined up with the three examples given on the page:

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.
Slide 49
Have a great semester!
Image: ECC logo