Chabot College
Student Equity Plan
12/8/15
CHABOT COLLEGE STUDENT EQUITY PLAN
Table of Contents
Signature Page
Executive Summary
Target Groups
Goals
Activities
Student Equity Funding and Other Resources
Contact Person/Student Equity Coordinator
Planning Committee and Collaboration
Access
Campus-Based Research
Overview
Indicator Definitions and Data
Conclusions: Disproportionately Impacted Student Groups
Goals, Activities, Funding and Evaluation
Access Baseline Data and Goals
Activities to Improve Access for Target Student Groups
Expected Outcomes for Target Student Groups
Course Completion
Campus-Based Research
Overview
Indicator Definitions and Data
Conclusions: Disproportionately Impacted Student Groups
Goals, Activities, Funding and Evaluation
Course Completion Baseline Data and Goals
Activities to Improve Course Completion for Target Student Groups
Expected Outcomes for Target Student Groups
ESL and Basic Skills Completion
Campus-Based Research
Overview
Indicator Definitions and Data
Conclusions: Disproportionately Impacted Student Groups
Goals, Activities, Funding and Evaluation
ESL and Basic Skills Completion Baseline Data and Goals
Chabot College Student Equity Plan ‐ 2
Activities to Improve ESL and Basic Skills Completion for Target Student Groups
Expected Outcomes for Target Student Groups
Degree and Certificate Completion
Campus-Based Research
Overview
Indicator Definitions and Data
Conclusions: Disproportionately Impacted Student Groups
Goals, Activities, Funding and Evaluation
Degree and Certificate Completion Baseline Data and Goals
Activities to Improve Degree and Certificate Completion for Target Student Groups
Expected Outcomes for Target Student Groups
Transfer
Campus-Based Research
Overview
Indicator Definitions and Data
Conclusions: Disproportionately Impacted Student Groups
Goals, Activities, Funding and Evaluation
Transfer Baseline Data and Goals
Activities to Improve Transfer for Target Student Groups
Expected Outcomes for Target Student Groups
Other College- or District-wide Initiatives Affecting Several Indicators
Goals, Activities, Funding and Evaluation
Goals Addressed by Activities
Activities, Funding and Evaluation to Improve Outcomes for Target Student Groups
Summary Budget
Summary Budget spreadsheet
Summary Evaluation Plan
Attachments
Chabot College
Student Equity Plan Signature Page
District: Chabot-Las Positas Community
College
Board of Trustees Approval
Date:
12/8/15
I certify that this plan was reviewed and approved by the district board of trustees on the date
shown above. I also certify that student equity categorical funding allocated to my college or
district will be expended in accordance the student equity expenditure guidelines published by
the California Community College Chancellor's Office (CCCCO).
[Signature]
[College President Dr. Susan Sperling]
Email ssperling@chabotcollege.edu
I certify that student equity categorical funding allocated to my college will be expended in
accordance the student equity expenditure guidelines published by the CCCCO.
[Signature]
[College Chief Business Officer Connie Willis]
Email cwillis@chabotcollege.edu
[Signature]
[District Chief Business1]
Email
I certify that I was involved in the development of the plan and support the research goals,
activities, budget and evaluation it contains.
[Signature]
[Chief Student Services Officer Dr. Matt
Kritscher]
Email mkritscher@chabotcollege.edu
I certify that I was involved in the development of the plan and support the research goals,
activities, budget and evaluation it contains.
[Signature]
[Chief Instructional Officer Dr. Stacy Thompson]
Email ssthompson@chabotcollege.edu
I certify that Academic Senate representatives were involved in the development of the plan and
the Senate supports the research goals, activities, budget and evaluation it contains.
[Signature]
[Academic Senate President Laurie Dockter]
1
Email ldockter@chabotcollege.edu
If the college is part of a multi‐college district that has chosen to reserve and expend a portion of its allocation for district‐wide activities that are described in the college plan narrative and budget, the District Chief Business Officer must also sign the plan. If not, only the College Chief Business Officer need sign. I certify that Classified Senate representatives were involved in the development of the plan and
the Senate supports the research goals, activities, budget and evaluation it contains.
[Signature]
[Classified Senate President Noell Adams]
Email nadams@chabotcollege.edu
I certify that Associated Student Body representatives were involved in the development of the
plan and supports the research goals, activities, budget and evaluation it contains.
[Signature]
[Associated Student Body President Hye Shin]
[Signature]
[Student Equity Coordinator/Contact Dr.
Matt Kritscher]
Email hyeshin@chabotcollege.edu
Email mkritscher@chabotcollege.edu
Phone
510.723.6744
EXECUTIVE SUMMARY
Chabot College’s Student Equity Plan is based on student equity needs found in our institutional
research, and in the overall Student Success Scorecard data for all California Community
Colleges found at the State Chancellor’s Office at www.cccco.edu. These equity needs were
evaluated over the course of the past year and in the context of existing programs and services
for under-served student populations, by the Student Equity Coordinating Council, a body of
over twenty faculty, classified and administrative employees who provided dialogue and input on
what we already know contributes to student equity with identified high need populations
including African American, Chicano-Latino, Pacific Islander, foster youth, students with
disabilities, and students who are veterans. We know from our institutional research that African
American students who are enrolled in the Daraja learning community succeed at higher rates in
college English and transfer completion than African American students not enrolled in the
program. We also know that students enrolled in the Puente Program and EOPS persist at higher
rates than their peers not enrolled in these student support programs. Additionally, new data on
Chabot’s First Year Experience (FYE) program have shown promising results with a 92% term
to term persistence rate and 73% course success rates with less disproportionate impact across
student groups than any other mixed-group special program.
This plan aligns the SSSP Plan by braiding some Student Equity funds into the expansion and
support of these programs for scaling up. A Daraja Counselor Coordinator has been hired as of
Fall 2015 on general funds, and support staff both Daraja and Puente are provided through SSSP.
The nationally-recognized Striving Black Brothers Coalition has been scaled up, as well as a
new, much larger African American engagement group called the Black Academic Alliance of
Dynamic Leaders whose charge is to increase the engagement all 1,850 African American
students with college academic and student support programs. A Student Equity Director as well
as a STEM Equity Director are pillars of this plan, along with an Instructional Assistant (that
does not generate FTES) who targets DI groups for academic support services. Additionally, an
Administrator (Child Development Center Manager) has been assigned 75% to Foster Youth
program development, leadership and support, and an administrative assistant position to support
the college-wide coordination of all the initiatives, data collection and evaluation processes that
assess the goals of the Student Equity Plan. Finally, a new Veterans Program Coordinator
position is funded to oversee the new Veterans Resource Center opening in January 2016. The
new VRC is located in the Student Center and has been customized to serve the particular needs
of veteran students with integrated counseling, tutoring, agency representative space,
computer/printers/copiers free for veteran students, study areas, conference room and lounge
space for veterans to connect with one another outside of class in a safe environment where they
can be themselves along with other veteran students. The new VRC will also serve as the
Certifying Official location, and will provide opportunities to pilot a new learning community for
student veterans with linked courses for new students.
In the areas of the instructional support, the plan funds temporary instructional assistants in the
Math and STEM labs to focus on better supporting the learning needs of the students in high
need populations. Additionally, faculty coordination funding to support learning communities
Chabot College Student Equity Plan ‐ 6
(FYE, CIN, and Puente) is provided, along with a consultancy budget for the facilitation of
college wide student equity consciousness and development dialogue. A significant allocation for
professional development of faculty is planned to foster increase cultural competency, with an
Equity Academic Support Team serving as Equity Coaches to those that are newly examining
equity issues in their classrooms and pedagogy. Finally, direct student aid for books,
transportation, food, or child care is provided, and conference expenses related to equity, as well
as program/operating supplies are provided.
Each student success indicator for each disproportionately impacted group will be assessed for
progress after the completion of each registration cycle (Census Rosters) and term completion
(Grade Rolls). Initiatives will be evaluated on the basis of achieving both process and quantified
goals for effectiveness in closing the equity gaps.
The Student Equity Plan is being coordinated and administered by the Vice President of Student
Services, Dr. Matthew Kritscher (until a Student Equity Director is hired). The Office of the
VPSS contact information is: (510) 723-6744 or mkritscher@chabotcollege.edu.
PLANNING COMMITTEE AND COLLABORATION
The Chabot College Student Equity Plans has been developed with the active involvement of all
groups on campus including the faculty senate, academic faculty and staff, student services
representatives, students, and appropriate community members and strategic partners. The
planning process for the FY 15-16 began over the summer starting with a retreat for the Student
Equity Coordinating Council led by the National Equity Project based out of Oakland,
California. A lens of examining historical oppressions of minority groups in education helped
develop a conceptual framework that balanced direct student intervention and assistance, faculty
and classified professional development around teaching and assisting students of color,
academic support and student engagement. The plan was approved by the CLPCCD Board of
Trustees approval on December 8, 2015.
Chabot College’s Student Equity Coordinating Council is responsible for ongoing development,
implementation, and evaluation of the plan. The Council reports to College Council and
Academic Senate and includes an appropriate mix of administrators, faculty, staff, researchers,
and student representatives of the Student Senate. In addition, representatives are included from
related categorical programs such as the Dean of Special Programs and DSPS
Counselor/Coordinator. An EOPS/CalWORKs/CARE representative and MESA Director also
serve on the council as well as the Institutional Researcher and Analyst, Deans of Instruction and
SSSP Coordinator. The Veterans Services office is also represented and more recently, the
Financial Aid Director as well as cross-representation on the Basic Skills Committee.
The student equity planning has been coordinated with institution-wide planning efforts such as
Program Review with an integrated initiative proposal form, accreditation self evaluation, the
educational master planning process, the Student Success and Support Program plan for core
services coordination, and the Basic Skills plan.
After the summer equity retreat led by NEP, two summer meetings were held to develop a
revised plan that reflected the lessons learned from FY 14-15. The group included a cross
representation of faculty, classified and administrators involved in the council and with the
coordination of student equity initiatives. The group reviewed the feedback provided by the
CCCCO on the FY 14-15 SEP, and incorporated this feedback along with internal assessments to
draft the initial plan draft for council review at the start of the fall term. The planning process
included sending out college-wide emails with the council sign-in sheets, agenda and notes along
with posting all the related Student Equity Plan documents on the Student Services website
(www.chabotcollege.edu/studentservices). Additionally, a flex day presentation and discussion
was conducted by the Student Equity Coordinator and Vice President of Student Services that
received positive feedback in evaluations about the inclusive approach. The Student Senate has
had consistent representation and voice in the SECC meeting deliberations and Faculty Senate
President also serves on the council brining in the formal faculty input. Through these measures
and pro-active means, the process was inclusive and input, diverse.
Chabot College Student Equity Plan ‐ 8
District: CLPCCD College: Chabot College Student Equity Plan Committee Membership List
Member Name
Laurie Dockter
Donna Gibson
Carmen Johnston
Kristin Land
Sandra Genera
Carla Walter
Tim Dave
Marcia Corcoran
Jeanne Wilson
ValJean Dale
Tom deWitt
Pedro Reynoso
Rozen Bondoc
Kathy Linzmeyer
Arnold Paguio
Carolyn Arnold
Jeremy Wilson
Kathleen Allen
Christine Coreno
Matt Kritscher
Vanessa Cormier
Patricia Molina
Jane Wolford
Art Barboza
Deonne Kunkel
Stacy Thompson
Yvonne Wu Craig
Rachael Tupper-Eof
Bobby John
Nancy Soto
Title
Chemistry Faculty
Chemistry Faculty
English Faculty
English Faculty
Counselor/Coordinator
Dean of AHSS
Dean of Science and Math
Dean of Language Arts
Dean of Special Programs
Interim Dean of Counseling
English Faculty
Library Faculty
Veterans Benefits Specialist
Financial Aid Director
Student Life Director
Institutional Researcher
Research Analyst
DSPS Counselor/Coordinator
Math Faculty
Vice President, Student Services
Child Development Center Mngr.
EOPS Counselor/Coordinator
History Faculty
EOPS Counselor Assistant
English Faculty
Vice President, Academic Services
Grants Director
Administrative Assistant II
Student Senator
Director
Organization(s), Program(s) or
Role(s) Represented
Faculty Senate President
MESA
English/CIN Learning Community
English/Puente Project
Puente Project
Instructional Dean
Instructional Dean
Instructional Dean
SS Dean/Categorical Dean
SS Dean/SSSP Coordinator
English/Daraja Coordinator
CIN Learning Community
Veterans Services
Financial Aid
Student Life/Senate/Clubs
Institutional Research
Institutional Research
DSPS
Math
Student Services
Foster Youth
EOPS/CARE/CalWORKs
Learning Connection Coordinator
EOPS/Striving Black Brothers
FYE Coordinator/PRBC Chair
Academic Services
President’s Office
Learning Center/Classified Senate
Student Senate
Career and Education Pathways
Chabot College Student Equity Plan ‐ 9
Access
Overview
Chabot College is one of the most diverse community colleges in the nation including being a
“minority-majority” institution in which 83% of the student population are students of color. As
a Hispanic Service Institution, Chabot College is about half Chicano/Latino and African
American combined, and nearly three-quarters of the student population are low income. About
the same number of students are the first in their families to attend college, and many come from
under-performing secondary education institutions in the service area. Chabot College
Institutional Research utilized the Proportionality Index method on disproportionate impact to
target groups on access in terms of Participation Rate, as it was determined to be the most
representative given the college’s very diverse population, where there is not just one ethnic
group that can be adequately used as a comparison to all other groups. An average of all groups
is used to determine the proportionality of representation on campus compared to the service area
communities served. This provides a more critical analysis of where the college has an equity
gap in serving the very diverse local service area populations in not only race and ethnicity, but
also diverse in terms of age, educational attainment, foster youth and veteran status. The three
groups with the most disproportionate impact are students with disabilities, foster youth and
veterans. Additionally, white students are somewhat underrepresented using the Proportionality
Index. Therefore, the focus of Access goals and activities is to incrementally increase
representation of students with disabilities, foster youth and veteran students, as well as (to a
lesser degree) white students who are underrepresented at Chabot College. The following tables
outline the exact amounts and percentages of students attending the college in comparison to the
service area in the required populations to be studied and served in the Student Equity Plan for
Access.
Indicator Definitions
The 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.
CAMPUS-BASED RESEARCH: ACCESS
A. ACCESS. Compare the percentage of each population group that is enrolled to the
percentage of each group in the adult population within the community served.
Chabot College Indicator Data
Population by Gender, Ages
18 - 64
Male
Female
Total
Ages 18 –
64
Chabot
Cities1
138,743
143,396
282,139
Fall 2010
Chabot
College3
7,788
6,701
14,489
Fall 2010
Participation
rate
6%
5%
5%
Population by Gender
Male
Female
Total
Ages 18 –
64
Chabot
Cities1
49%
51%
100%
Fall 2010
Chabot
College3
54%
46%
100%
Proportionality
Index
1.09
0.91
All ages*
Chabot
Cities2
32,480
Fall 2010
Chabot
College3
2,320
Fall 2010
Participation
rate
7%
1,047
81
8%
91,943
93,148
5,138
95,987
667
320,410
3,718
4,164
364
3,054
135
13,836
4%
4%
7%
3%
20%
4%
Population by Race-Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Hispanic / Latino
Pacific Islander
White
Other
Total
* Not available for ages
18-64
over rep
over rep
over rep
under rep
over rep
* Not available for
ages 18-64
Population by Race-Ethnicity
African Amer. / Black
Amer. Indian / Alaska Nat.
Asian American
Hispanic / Latino
Pacific Is. / Nat. Hawaiian
White
Other
Total
All ages*
Chabot
Cities2
10%
0%
29%
29%
2%
30%
0%
90%
Fall 2010
Chabot
College3
17%
1%
27%
30%
3%
22%
1%
100%
Proportionality
Index
1.65
1.79
0.94
1.04
1.64
0.74
4.69
Population by Age
19 or younger
20-24
25-34
35-44
45-54
55-64
Total
Ages 18 –
64
Chabot
Cities1
10,521
30,290
64,897
61,456
64,167
50,808
282,139
Fall 2010
Chabot
College3
3,431
4,992
3,366
1,488
969
485
14,731
Fall 2010
Participation
rate
33%
16%
5%
2%
2%
1%
5%
Population by Age
19 or younger
20-24
25-34
35-44
45-54
55-64
Total
Ages 18 –
64
Chabot
Cities1
4%
11%
23%
22%
23%
18%
100%
Fall 2010
Chabot
College3
23%
34%
23%
10%
7%
3%
100%
Proportionality
Index
6.25
3.16
0.99
0.46
0.29
0.18
over rep
over rep
over rep
under rep
over rep
over rep
over rep
under rep
under rep
under rep
over rep
over rep
under rep
under rep
under rep
Population by Disability
Any Disability
No Disability
Total
Ages 18 –
64
Chabot
Cities1
4,353
49,716
54,069
Fall 2010
Chabot
College3
926
13,805
14,731
Population by Disability
Any Disability
No Disability
Total
Ages 18 –
64
Chabot
Cities1
8%
92%
100%
Fall 2010
Chabot
College3
6%
94%
100%
Population by Income
Low Income
Not Low Income
Total
Ages 18 –
64
Chabot
Cities1
27,968
254,171
282,139
Fall 2010
Chabot
College3
6535
8,196
14,731
Population by Income
Low Income
Not Low Income
Total
Ages 18 –
64
Chabot
Cities1
10%
90%
100%
Fall 2010
Chabot
College3
44%
56%
100%
Population by Veteran Status
Veteran
Not a Veteran
Total
Ages 18 64
Chabot
Cities1
11,400
312,107
323,507
Fall 2010
Chabot
College3
187
14,544
14,731
Fall 2010
Participation
rate
21%
28%
27%
under rep
Proportionality
Index
0.78
under rep
1.02
Fall 2010
Participation
rate
23%
3%
5%
over rep
under rep
Proportionality
Index
over rep
4.48
0.62
under rep
Fall 2010
Participation
rate
2%
5%
5%
under rep
Population by Veteran Status
Veteran
Not a Veteran
Total
Population by Foster Youth
Status
Foster Youth
No History of Foster Care
Ages 18 64
Chabot
Cities1
4%
96%
100%
Ages 18 64
Chabot
Cities1
not
available
not
available
Total
Population by Foster Youth
Status
Foster Youth
No History of Foster Care
Total
Ages 18 64
Chabot
Cities1
not
available
not
available
Fall 2013
Chabot
College3
1%
99%
100%
Proportionality
Index
0.36
under rep
1.02
Fall 2010
Chabot
College3
Fall 2010
Participation
rate
405
—
14,326
—
14,731
—
Fall 2010
Chabot
College3
Proportionality
Index
3%
—
97%
—
100%
—
NOTES:
Participation rate: The number of each population group that is enrolled out of the number of that
group’s representation in the adult population of the community served.
This percentage is referred to as a participation rate.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference subgroup.
A percent less than 80% suggests that the subgroup may be under represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup rate at college is compared to subgroup rate in the community.
Proportionality The Proportionality Index is a comparison of a group's proportion within the
Index: general population against the proportion within the student population at Chabot
This comparison is represented by the ratio of these two proportions.
If the proportions in the two populations within a group are equal, the index will
be equal 1.
If the index is under .80, the group is under-represented; if the index is over 1.20,
Data Sources:
it is over-represented.
U.S. Census Bureau, American Community Survey 2012, 5 year estimates
2
U.S. Census Bureau, 2010 Decennial Census
1
3
Chabot-Las Positas Community College District, Institutional Research Dataset,
Fall 2010
Conclusions: Disproportionately Impacted Student Groups
The data show that the following groups are under-represented: veterans, students with disabilities,
Foster Youth, students aged 35-64 years, and white students (to a lesser degree).
District: CLPCCD College: Chabot College GOALS, ACTIVITIES, FUNDING AND EVALUATION: ACCESS
GOAL A.
The goal is to improve access for the following target populations identified in the college
research as experiencing a disproportionate impact:
Target Population(s)
Current gap,
Goal*
year
Students with disabilities 2%,2014
7%
Foster Youth
3%,2014
4%
Veterans
2%,2014
3%
White Students
8%,2014
24%
*Expressed as either a percentage or number
**Benchmark goals are to be decided by the institution.
Goal Year
2020
2020
2020
2020
ACTIVITIES: A. ACCESS
A.1
 Activity Type(s)
Outreach
X
Student Services or
other Categorical
Program
Research and Evaluation
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
A.1
Disabilities
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
500-700
 Activity Implementation Plan
Produce and direct mail postcard with pictures of diverse students in four program areas to
all service area residents (157,000) promoting admissions and registration.
Develop and deliver High School Counselor Meetings and Newsletter and other marketing
materials highlighting programs/services for students with disabilities including learning
disability assessment (e.g., CIN, FYE, MESA, Daraja, Puente and TRiO programs, DSPS
and the SSSP process).
Chabot College Student Equity Plan ‐ 16
DSPS Counselors make presentations to high school special education teachers, parents and
students about the enrollment and assessment process for students with disabilities.
Collaborate with the Department of Rehabilitation to present materials, make presentations to
students and let them know of the availability of DOR funding.
ID
Planned Start and End
Date(s)
A.1 July 1, 2015 to December
31, 2016
Student Equity Funds
Other Funds**
$0
DSPS categorical funds $25,000
 Link to Goal
The community-wide postcard mailing shows a commitment to the community in serving
students with disabilities, and making targeted outreach presentations to HS special education
teachers, parents and students as well as collaboration with the DOR regarding funding for
college help promote access for students with disabilities through a more concerted campaign
effort.
 Evaluation
Each term Census data will be used to collect information from the Admissions Application
where students may state their disability status. This allows the IR Researcher to compare the
outcomes for these students to the average student population. This information will then be
analyzed at least once each term in the Student Equity Coordinating Council (SECC) for
implications on return on investment of time and resources versus additional strategies to
attract and retain more students with disabilities.
A.2
 Activity Type(s)
Outreach
X
Student Services or
other Categorical
Program
Research and
Evaluation
X
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
A.2
Foster Youth
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
200-250
 Activity Implementation Plan
Create Foster Youth Workgroup including representatives from county social services and
foster/kinship parents; assess needs of foster youth. Host meetings on campus with foster
youth provider agencies.
Produce and deliver High School Counselor Newsletter and other marketing materials
highlighting programs/services for foster youth (e.g., CIN, FYE, MESA, Daraja, Puente and
TRiO programs, CalWORKS and the SSSP process).
Collect and analyze data on Foster Youth to determine feasibility of cohort among 200
estimated Foster Youth enrolled.
Facilitate Financial Aid targeted outreach / processing for foster youth.
Strengthen EOPS connection with Financial Aid.
ID
Planned Start and End
Date(s)
A.2 July 1, 2015 to December
31, 2016
Student Equity Funds
Other Funds**
FYD $83,385 Salary/$29,185
Benefits
 Link to Goal
Providing a Foster Youth Director to establish an inter-agency connection to increase
Chabot’s access to foster youth providers and foster youth students. Additionally, leveraging
the existing Independent Living Skills Program (ILSP) on campus, Chabot will be able to
increase its connection with these foster youth who are already on campus attending this
outside agency class. Foster youth are one of the most disproportionately impacted student
groups for several success indicators including access, degree and transfer completion.
 Evaluation
Foster youth will indicate their status on their Admissions Application so the IR Researcher
will be able to compare their outcomes in the success indicators with the average student
population. Student identification numbers will also be collected at each foster youth services
contact so students who access services can be compared to students who are foster youth
that did not access available services. The success indicator outcomes will be shared with the
SECC for review, analysis and recommendations for program modifications. Foster youth
outcomes for several of the success indicators including access will be measured after census
data is available for each term for the prior term.
A.3
 Activity Type(s)
X
Outreach
X
Student Services or
other Categorical
Program
Research and Evaluation
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
A.3
Veterans
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
400
 Activity Implementation Plan
Open up a 3,100 square foot Veterans Resource Center in the Student Center in January 2016
including comprehensive student and academic support services specially designed for
student veterans. Embedded counseling, tutoring, agency representative workshops and
outreach meetings, computer and copying/printing resources and program coordination will
be provided through a combination of SSSP for counseling, General Fund for Benefits
Specialist, VA Work Study students, and a KISCO Foundation grant including increased
staffing through the hire of a Veterans Program Coordinator out of Student Equity.
The new Veterans Program Coordinator will oversee the VRC, coordinate interagency
partnerships and resource referrals, conduct outreach to grow the student veteran population
and coordinate academic and student support services within the center. This position will
also make presentations to veteran agencies in the community, parents and students about the
educational planning and enrollment process for veterans.
ID
Planned Start and End
Date(s)
A.3 July 1, 2015 to December
31, 2016
Student Equity Funds
Other Funds**
$55,308 Veterans Program
Coordinator Salary/$19,357
Benefits
Benefits Specialist already
on GF ($55k,) VA
Workstudy (varies), SSSP
Counselors ($35k), BSI and
GF for tutoring (varies)
 Link to Goal
The Veterans Program Coordinator will lead the college’s efforts to grow the student veteran
population, better serve veteran students by providing a one stop shop of student and
academic support services, and increase the visibility of the college as a veteran serving
institution.
 Evaluation
Student veterans will indicate their status on their Admissions Application or through the
Veterans Services Office and soon, Veterans Resource Center, so the IR Researcher will be
able to compare their outcomes in the success indicators with the average student population.
Student identification numbers will also be collected at each veterans services contact in the
center and at veteran events so students who access services can be compared to students
who are veteran students that did not access available services. The success indicator
outcomes will be shared with the SECC for review, analysis and recommendations for
program modifications. Veteran student outcomes for access success indicators will be
measured after census data is available for each term for the prior term.
A.4
 Activity Type(s)
X
Outreach
X
Student Services or
other Categorical
Program
Research and
Evaluation
X
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
A.4
White students
Instructional Support
Activities
Direct Student Support
# of Students Affected
300-400
 Activity Implementation Plan
Conduct a survey/focus groups/interviews of campus and high school students in the target
populations to ascertain their views of arts and other offerings on campus, and what they
would like to engage with in terms of new or existing offerings.
Promote First Year Experience Career Pathways Program to high school students to
encourage full time enrollment in this learning community that demonstrated higher success
and persistence rates in its first year of implementation last year.
Produce and deliver High School Counselor Newsletter and other marketing materials
highlighting programs/services for new students (e.g., CIN, FYE, MESA, Daraja, Puente and
TRiO programs, CalWORKS and the SSSP process).
Provide outreach and transition services to adult schools, ROPs and alternative, continuation,
community day and court schools.
Establish a centralized office (“Welcome Center”) to provide in-reach and outreach to
students and families about campus services and providing Campus Tours.
ID
Planned Start and End
Date(s)
A.4 July 1, 2015 to December
31, 2016
Student Equity Funds
Other Funds**
$0
$150k general fund
marketing budget
 Link to Goal
By promoting FYE, SSSP, Learning Communities and Early/Dual Enrollment in partnership
with our Career Pathways Trust grant initiatives, the college can attack and retain more white
students who are slightly underrepresented.
 Evaluation
Students indicate their ethnicity on their Admissions Application so the IR Researcher will
be able to compare their outcomes in the success indicators with the average student
population. The success indicator outcomes for access will be shared with the SECC for
review, analysis and recommendations for program modifications. White student outcomes
for access indicators will be measured after census data is available for each term for the
prior term.
CAMPUS-BASED RESEARCH: COURSE COMPLETION
B. COURSE COMPLETION. 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.
Overview
Chabot College Course Completion data, interestingly, do not show any disproportionate impact
on any of the required study groups as outlined in the tables below based on gender, ethnicity,
age, disability, veteran and foster your status. This evidence shows in many ways the capabilities
of all students, regardless of their challenges to succeed in their courses, with life issues perhaps
being more critical to their persistence term to term and ultimately certificate, degree and transfer
completion rates than do show disproportionate impact groups.
Gender
Female
Male
Unknown
Total
Cohort Count
126,101
110,173
3,054
239,328
Completion Count
106,165
93,737
2,615
202,517
Completion
Rate
84%
85%
86%
85%
80-Percent Index
98%
99%
100%
-
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
Cohort Count
34,498
Completion Count
27,059
Completion
Rate
78%
80-Percent Index
89%
690
589
85%
97%
41,486
19,857
79,635
4,793
39,881
13,618
4,870
239,328
36,600
17,004
66,971
3,976
34,881
11,284
4,153
202,517
88%
86%
84%
83%
87%
83%
85%
85%
100%
97%
95%
94%
99%
94%
97%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort Count
69,931
53,175
38,549
30,399
25,932
11,861
9,481
239,328
Completion Count
60,752
44,859
31,671
25,073
21,836
10,033
8,293
202,517
Completion
Rate
87%
84%
82%
82%
84%
85%
87%
85%
80-Percent Index
99%
96%
94%
94%
96%
97%
100%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort Count
17,550
221,778
239,328
Completion Count
14,758
187,759
202,517
Completion
Rate
84%
85%
85%
80-Percent Index
99%
100%
-
Income Status
Low Income
All other students
Total
Cohort Count
144,356
94,972
239,328
Completion Count
120,132
82,385
202,517
Completion
Rate
83%
87%
85%
80-Percent Index
96%
100%
-
Veteran Status
Veteran
Other students
Total
Cohort Count
3,622
235,706
239,328
Completion Count
3,094
199,423
202,517
Completion
Rate
85%
85%
85%
80-Percent Index
100%
99%
-
Foster Youth Status
Foster Youth
Other students
Total
Cohort Count
10,465
228,863
239,328
Completion Count
8,376
194,141
202,517
Completion
Rate
80%
85%
85%
80-Percent Index
94%
100%
-
NOTES:
Cohort: Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Outcome: Course Completion Rate is the percentage of students receiving a grade of
A, B, C, D, F, P, NP, CR, NC or I out of all students receiving a grade
(includes W).
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
ID
B.1
Target Group(s)
N/A
# of Students Affected
N/A
GOALS, ACTIVITIES, FUNDING AND EVALUATION: COURSE COMPLETION
GOAL B.
The goal is to improve course completion for the following target populations identified in the
college research as experiencing a disproportionate impact:
Target Population(s) Current gap, year Goal* Goal Year
No Gap
No gap
N/A
N/A
*Expressed as either a percentage or number.
**Benchmark goals are to be decided by the institution.
JUSTIFICATION BASED ON RESEARCH AND EVIDENCE: According to campus-based
research, no target populations demonstrated disproportionate impact in course completion.
Therefore, Chabot efforts will focus on improving outcomes in course completion in Goal C for
ESL and basic skills course completion and certificate, degree and transfer completion.
ACTIVITIES: B. COURSE COMPLETION
B.1 N/A
 Activity Type(s) N/A
Outreach
Student Services or other
Categorical Program
Research and Evaluation
Student Equity
Coordination/Planning
Curriculum/Course Development
or Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*: N/A
Instructional Support
Activities
Direct Student Support
CAMPUS-BASED RESEARCH: ESL AND BASIC SKILLS COMPLETION
C. ESL AND BASIC SKILLS COMPLETION. The 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 ESL or basic skills course.
Overview
Chabot College has several groups that are DI in the area of ESL and Basic Skills completion.
Coordination with the Basic Skills Committee, Institutional Research, SSSP Advisory Council
and several Faculty Inquiry Groups (FIG’s) has generated new, comprehensive sets of academic
and student support services to help students affected by DI complete at an equitable rate. The
college is leveraging evidence developed by IR on Programs and Services that work in
supporting student success and persistence at Chabot (www.chabotcollege.edu/ir). The following
tables show the detail on which groups are the most DI in each of the basic skills courses.
Chabot College Successful Course Completion Rates in ESL and Basic Skills: ESL 110D
Gender
Female
Male
Unknown
Total
Cohort Count
260
123
13
396
Success
Count
181
81
8
270
Success
Rate
70%
66%
62%
68%
80-Percent
Index
100%
95%
-
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
Cohort Count
7
Success
Count
4
Success
Rate
57%
80-Percent
Index
-
212
12
135
145
8
87
68%
67%
64%
100%
94%
366
244
67%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort Count
50
42
57
66
98
56
27
396
Success
Count
37
23
25
53
72
40
20
270
Success
Rate
74%
55%
44%
80%
73%
71%
74%
68%
80-Percent
Index
92%
68%
55%
100%
91%
89%
92%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort Count
3
393
396
Success
Count
1
269
270
Success
Rate
33%
68%
68%
80-Percent
Index
100%
-
Income Status
Low Income
All other students
Total
Cohort Count
261
135
396
Success
Count
179
91
270
Success
Rate
69%
67%
68%
80-Percent
Index
100%
98%
-
Veteran Status
Veteran
Other students
Total
Cohort Count
2
394
396
Success
Count
1
269
270
Success
Rate
50%
68%
68%
80-Percent
Index
100%
-
Foster Youth Status
Foster Youth
Other students
Total
Cohort Count
35
361
396
Success
Count
22
248
270
Success
Rate
63%
69%
68%
80-Percent
Index
91%
100%
-
under rep
under rep
NOTES:
Cohort: Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Outcome: Successful Course Completion Rate is the percentage of students receiving
a passing grade ('P') out of all students receiving a grade.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Percent completing English 1A within 2 years of completing ESL 110D
Gender
Female
Male
Total
Ethnicity
African Amer. /
Black
Asian
Filipino
Hispanic / Latino
White
Total
Age
24 or younger
25 or older
Total
Disability Status
Any Disability
No Disabilities
Num ESL 110D
Success
74
35
109
Num English 1A
Success
18
8
26
Pct Completing
English 1A
24%
23%
24%
80-Percent Index
100%
94%
-
Num ESL 110D
Success
Num English 1A
Success
Pct Completing
Eng 1A
80-Percent Index
1
0
0%
-
55
2
39
10
107
19
0
4
3
26
35%
0%
10%
30%
24%
100%
30%
-
Num ESL 110D
Success
38
73
111
Num English 1A
Success
13
13
26
Pct Completing
English 1A
34%
18%
23%
80-Percent Index
100%
52%
-
Num ESL 110D
Success
Num English 1A
Success
Pct Completing
English 1A
80-Percent Index
Not available due to counts of zero.
Income Status
Low Income
All other students
Total
Veteran Status
Veteran
Other students
Foster Youth Status
Foster Youth
Other students
Total
Num ESL 110D
Success
81
30
111
Num English 1A
Success
23
3
26
Pct Completing
Eng 1A
28%
10%
23%
80-Percent Index
100%
35%
-
Num ESL 110D
Success
Num English 1A
Success
Pct Completing
English 1A
80-Percent Index
Not available due to counts of zero.
Num ESL 110D
Success
8
103
111
Num English 1A
Success
3
23
26
Pct Completing
English 1A
38%
22%
23%
80-Percent Index
100%
-
NOTES:
Cohort: Students with a passing grade ('P') in ESL 110D in the Fall 2011 and 2012 terms.
Outcome: Percent Completing English 1A is the number of students receiving a passing grade
(A, B, or C) in English 1A within 2 years of successfully completing ESL 110D out
of the cohort.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference subgroup.
A percent less than 80% suggests that the subgroup may be under represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Successful Course Completion Rates in ESL and Basic Skills: ENGL 101A
Gender
Female
Male
Unknown
Total
Cohort
Count
962
891
19
1,872
Success
Count
596
490
11
1,097
Success
Rate
62%
55%
58%
59%
80-Percent
Index
100%
89%
-
Cohort
Count
268
Success
Count
128
Success
Rate
48%
80-Percent
Index
73%
5
3
60%
-
331
134
796
31
191
92
24
1,872
217
87
468
12
122
45
15
1,097
66%
65%
59%
39%
64%
49%
63%
59%
100%
99%
90%
59%
97%
75%
95%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort
Count
858
317
250
170
145
73
59
1,872
Success
Count
542
167
138
106
72
42
30
1,097
Success
Rate
63%
53%
55%
62%
50%
58%
51%
59%
80-Percent
Index
100%
83%
87%
99%
79%
91%
80%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort
Count
222
1,650
1,872
Success
Count
98
999
1,097
Success
Rate
44%
61%
59%
80-Percent
Index
73%
100%
-
Income Status
Low Income
All other students
Total
Cohort
Count
1,280
592
1,872
Success
Count
727
370
1,097
Success
Rate
57%
63%
59%
80-Percent
Index
91%
100%
-
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
under rep
under rep
under rep
under rep
under rep
Veteran Status
Veteran
Other students
Total
Cohort
Count
30
1,842
1,872
Success
Count
19
1,078
1,097
Success
Rate
63%
59%
59%
80-Percent
Index
100%
92%
-
Foster Youth Status
Foster Youth
Other students
Total
Cohort
Count
127
1,745
1,872
Success
Count
66
1,031
1,097
Success
Rate
52%
59%
59%
80-Percent
Index
88%
100%
-
NOTES:
Cohort: Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Outcome: Successful Course Completion Rate is the percentage of students
receiving a passing grade ('P') out of all students receiving a grade.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over
represented.
Disproportionate impact can only be confirmed for groups of 20 or
more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Successful Course Completion Rates in ESL and Basic Skills: ENGL 101B
Gender
Female
Male
Unknown
Total
Cohort
Count
494
402
11
907
Success
Count
377
292
8
677
Success
Rate
76%
73%
73%
75%
80-Percent
Index
100%
95%
-
Cohort
Count
92
Success
Count
58
Success
Rate
63%
80-Percent
Index
75%
1
1
100%
-
204
73
375
12
86
50
14
907
157
58
280
8
72
34
9
677
77%
79%
75%
67%
84%
68%
64%
75%
92%
95%
89%
100%
81%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort
Count
302
227
159
98
64
30
27
907
Success
Count
225
167
115
75
50
25
20
677
Success
Rate
75%
74%
72%
77%
78%
83%
74%
75%
80-Percent
Index
89%
88%
87%
92%
94%
100%
89%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort
Count
99
808
907
Success
Count
69
608
677
Success
Rate
70%
75%
75%
80-Percent
Index
93%
100%
-
Income Status
Low Income
All other students
Total
Cohort
Count
573
334
907
Success
Count
440
237
677
Success
Rate
77%
71%
75%
80-Percent
Index
100%
92%
-
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
under rep
Veteran Status
Veteran
Other students
Total
Cohort
Count
15
892
907
Success
Count
11
666
677
Success
Rate
73%
75%
75%
80-Percent
Index
100%
-
Foster Youth Status
Foster Youth
Other students
Total
Cohort
Count
56
851
907
Success
Count
40
637
677
Success
Rate
71%
75%
75%
80-Percent
Index
95%
100%
-
NOTES:
Cohort: Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Outcome: Successful Course Completion Rate is the percentage of students
receiving a passing grade ('P') out of all students receiving a grade.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Successful Course Completion Rates in ESL and Basic Skills: ENGL 102
Gender
Female
Male
Unknown
Total
Cohort
Count
2,542
2,410
64
5,016
Success
Count
1,650
1,466
44
3,160
Success
Rate
65%
61%
69%
63%
80-Percent
Index
94%
88%
100%
-
Cohort
Count
799
Success
Count
448
Success
Rate
56%
80-Percent
Index
79%
8
6
75%
-
823
454
2,012
137
459
261
63
5,016
583
298
1,217
87
324
156
41
3,160
71%
66%
60%
64%
71%
60%
65%
63%
100%
93%
85%
90%
100%
84%
92%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort
Count
2,848
839
548
323
273
130
55
5,016
Success
Count
1,830
488
311
221
183
93
34
3,160
Success
Rate
64%
58%
57%
68%
67%
72%
62%
63%
80-Percent
Index
90%
81%
79%
96%
94%
100%
86%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort
Count
242
4,774
5,016
Success
Count
132
3,028
3,160
Success
Rate
55%
63%
63%
80-Percent
Index
86%
100%
-
Income Status
Low Income
All other students
Total
Cohort
Count
3,369
1,647
5,016
Success
Count
2,074
1,086
3,160
Success
Rate
62%
66%
63%
80-Percent
Index
93%
100%
-
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
under rep
under rep
Veteran Status
Veteran
Other students
Total
Cohort
Count
70
4,946
5,016
Success
Count
52
3,108
3,160
Success
Rate
74%
63%
63%
80-Percent
Index
100%
85%
-
Foster Youth Status
Foster Youth
Other students
Total
Cohort
Count
321
4,695
5,016
Success
Count
163
2,997
3,160
Success
Rate
51%
64%
63%
80-Percent
Index
80%
100%
-
under rep
NOTES:
Cohort:
Outcome:
80-Percent Index:
Reference Group:
Shaded line:
Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Successful Course Completion Rate is the percentage of students
receiving a passing grade ('P') out of all students receiving a grade.
Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over
represented.
Disproportionate impact can only be confirmed for groups of 20 or
more.
Subgroup with highest rate and group size of at least 20.
Group size is less than 20.
Chabot College Percent completing English 1A within 2 years of completing English 102
Gender
Female
Male
Total
Num English 102
Success
612
529
1,141
Num English 1A
Success
442
368
810
Pct
Completing
English 1A
72%
70%
71%
80-Percent
Index
100%
96%
-
Num English 102
Success
Num English1A
Success
Pct
Completing
English 1A
80-Percent
Index
174
111
64%
79%
216
108
448
100
1,046
175
73
307
71
737
81%
68%
69%
71%
70%
100%
83%
85%
88%
-
Age
24 or younger
25 or older
Total
Num English 102
Success
987
171
1,158
Num English1A
Success
712
108
820
Pct
Completing
English 1A
72%
63%
71%
80-Percent
Index
100%
88%
-
Disability Status
Any Disability
No Disabilities
Total
Num English 102
Success
55
1,103
1,158
Num English1A
Success
41
779
820
Pct
Completing
English 1A
75%
71%
71%
80-Percent
Index
100%
95%
-
Income Status
Low Income
All other students
Total
Num English 102
Success
748
410
1,158
Num English1A
Success
526
294
820
Pct
Completing
English 1A
70%
72%
71%
80-Percent
Index
98%
100%
-
Veteran Status
Veteran
Other students
Total
Num English 102
Success
10
1,148
1,158
Num English1A
Success
5
815
820
Pct
Completing
English 1A
50%
71%
71%
80-Percent
Index
100%
-
Ethnicity
African Amer. /
Black
Asian
Filipino
Hispanic / Latino
White
Total
under rep
Foster Youth Status
Foster Youth
Other students
Total
Num English 102
Success
71
1,087
1,158
Num English1A
Success
41
779
820
Pct
Completing
English 1A
58%
72%
71%
80-Percent
Index
81%
100%
-
NOTES:
Cohort: Students with a passing grade ('P') in English 102 in the Fall 2011 and 2012
terms.
Outcome: Percent Completing English 1A is the number of students receiving a passing
grade ('A', 'B', or 'C') in English 1A within 2 years of successfully completing
English 102 out of the cohort.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Successful Course Completion Rates in ESL and Basic Skills: Math 53
Gender
Female
Male
Unknown
Total
Cohort
Count
241
115
2
358
Success
Count
100
54
2
156
Success
Rate
41%
47%
100%
44%
80-Percent
Index
88%
100%
-
Cohort
Count
109
Success
Count
38
Success
Rate
35%
80-Percent
Index
64%
1
0
0%
-
24
21
141
13
26
18
5
358
13
11
68
3
14
7
2
156
54%
52%
48%
23%
54%
39%
40%
44%
100%
97%
89%
99%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort
Count
118
89
61
31
34
20
5
358
Success
Count
40
50
28
14
13
9
2
156
Success
Rate
34%
56%
46%
45%
38%
45%
40%
44%
80-Percent
Index
60%
100%
82%
80%
68%
80%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort
Count
38
320
358
Success
Count
12
144
156
Success
Rate
32%
45%
44%
80-Percent
Index
70%
100%
-
under rep
Income Status
Low Income
All other students
Total
Cohort
Count
288
70
358
Success
Count
116
40
156
Success
Rate
40%
57%
44%
80-Percent
Index
70%
100%
-
under rep
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
under rep
under rep
under rep
Veteran Status
Veteran
Other students
Total
Cohort
Count
5
353
358
Success
Count
2
154
156
Success
Rate
40%
44%
44%
80-Percent
Index
100%
-
Foster Youth Status
Foster Youth
Other students
Total
Cohort
Count
19
339
1,069
Success
Count
5
151
466
Success
Rate
26%
45%
44%
80-Percent
Index
100%
-
NOTES:
Cohort: Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Outcome: Successful Course Completion Rate is the percentage of students
receiving a passing grade ('A', 'B', 'C', 'CR', or 'P') out of all students
receiving a grade.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over
represented.
Disproportionate impact can only be confirmed for groups of 20 or
more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Successful Course Completion Rates in ESL and Basic Skills: Math 54 & 54L
Gender
Female
Male
Unknown
Total
Cohort
Count
417
324
8
749
Success
Count
173
154
8
335
Success
Rate
41%
48%
100%
45%
80-Percent
Index
87%
100%
-
Cohort
Count
98
Success
Count
31
Success
Rate
32%
80-Percent
Index
52%
4
1
25%
-
81
78
312
20
99
46
11
749
49
37
129
7
53
23
5
335
60%
47%
41%
35%
54%
50%
45%
45%
100%
78%
68%
58%
88%
83%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort
Count
343
156
102
73
51
18
6
749
Success
Count
144
69
46
36
28
10
2
335
Success
Rate
42%
44%
45%
49%
55%
56%
33%
45%
80-Percent
Index
76%
81%
82%
90%
100%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort
Count
40
709
749
Success
Count
16
319
335
Success
Rate
40%
45%
45%
80-Percent
Index
89%
100%
-
Income Status
Low Income
All other students
Total
Cohort
Count
479
270
749
Success
Count
194
141
335
Success
Rate
41%
52%
45%
80-Percent
Index
78%
100%
-
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
under rep
under rep
under rep
under rep
under rep
under rep
Veteran Status
Veteran
Other students
Total
Cohort
Count
10
739
749
Success
Count
6
329
335
Success
Rate
60%
45%
45%
80-Percent
Index
100%
-
Foster Youth Status
Foster Youth
Other students
Total
Cohort
Count
26
723
749
Success
Count
9
326
335
Success
Rate
35%
45%
45%
80-Percent
Index
77%
100%
-
under rep
NOTES:
Cohort: Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Outcome: Successful Course Completion Rate is the percentage of students
receiving a passing grade ('A', 'B', 'C', 'CR', or 'P') out of all students
receiving a grade.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over
represented.
Disproportionate impact can only be confirmed for groups of 20 or
more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Successful Course Completion Rates in ESL and Basic Skills: Math 55
Gender
Female
Male
Unknown
Total
Cohort
Count
2,169
1,899
42
4,110
Success Count
1,014
909
23
1,946
Success
Rate
47%
48%
55%
47%
80-Percent
Index
85%
87%
100%
-
Cohort
Count
458
Success Count
153
Success
Rate
33%
80-Percent
Index
56%
16
8
50%
-
627
372
1,567
87
655
225
103
4,110
373
186
705
38
337
100
46
1,946
59%
50%
45%
44%
51%
44%
45%
47%
100%
84%
76%
73%
86%
75%
75%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort
Count
1,518
966
674
430
343
118
61
4,110
Success Count
711
414
311
230
187
62
31
1,946
Success
Rate
47%
43%
46%
53%
55%
53%
51%
47%
80-Percent
Index
86%
79%
85%
98%
100%
96%
93%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort
Count
214
3,896
4,110
Success Count
93
1,853
1,946
Success
Rate
43%
48%
47%
80-Percent
Index
91%
100%
-
Income Status
Low Income
All other students
Total
Cohort
Count
2,562
1,548
4,110
Success
Success Count Rate
1,196
47%
750
48%
1,946
47%
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
80-Percent
Index
96%
100%
-
under rep
under rep
under rep
under rep
under rep
under rep
Veteran Status
Veteran
Other students
Total
Cohort
Count
74
4,036
4,110
Success Count
29
1,917
1,946
Success
Rate
39%
47%
47%
Foster Youth Status
Foster Youth
Other students
Total
Cohort
Count
165
3,945
4,110
Success
Success Count Rate
80
48%
1,866
47%
1,946
47%
80-Percent
Index
83%
100%
80-Percent
Index
100%
98%
-
NOTES:
Cohort: Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Outcome: Successful Course Completion Rate is the percentage of students
receiving a passing grade ('A', 'B', 'C', 'CR', or 'P') out of all students
receiving a grade.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over
represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Successful Course Completion Rates in ESL and Basic Skills: Math 65
Gender
Female
Male
Unknown
Total
Cohort
Count
2,009
1,477
42
3,528
Success
Count
872
622
22
1,516
Success
Rate
43%
42%
52%
43%
80-Percent
Index
83%
80%
100%
-
Cohort
Count
508
Success
Count
167
Success
Rate
33%
80-Percent
Index
58%
6
1
17%
-
384
265
1,503
75
523
209
55
3,528
216
133
599
26
270
80
24
1,516
56%
50%
40%
35%
52%
38%
44%
43%
100%
89%
71%
62%
92%
68%
78%
-
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Cohort
Count
1,346
731
507
378
328
157
81
3,528
Success
Count
570
285
221
168
170
69
33
1,516
Success
Rate
42%
39%
44%
44%
52%
44%
41%
43%
80-Percent
Index
82%
75%
84%
86%
100%
85%
79%
-
Disability Status
Any Disability
No Disabilities
Total
Cohort
Count
338
3,190
3,528
Success
Count
114
1,402
1,516
Success
Rate
34%
44%
43%
80-Percent
Index
77%
100%
-
Income Status
Low Income
All other students
Total
Cohort
Count
2,311
1,217
3,528
Success
Count
979
537
1,516
Success
Rate
42%
44%
43%
80-Percent
Index
96%
100%
-
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Multiracial
Unknown
Total
under rep
under rep
under rep
under rep
under rep
under rep
under rep
under rep
Veteran Status
Veteran
Other students
Total
Cohort
Count
62
3,466
3,528
Success
Count
33
1,483
1,516
Success
Rate
53%
43%
43%
80-Percent
Index
100%
80%
-
Foster Youth Status
Foster Youth
Other students
Total
Cohort
Count
185
3,343
3,528
Success
Count
67
1,449
1,516
Success
Rate
36%
43%
43%
80-Percent
Index
84%
100%
-
NOTES:
Cohort: Students enrolled by term from Fall 2011 through Summer 2014,
aggregated.
Outcome: Successful Course Completion Rate is the percentage of students
receiving a passing grade ('A', 'B', 'C', 'CR', or 'P') out of all students
receiving a grade.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over
represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Percent completing Math 55 within 2 years of completing Math 65
Gender
Female
Male
Total
Num Math 65
Success
260
193
453
Num Math 55
Success
124
98
222
Pct
Completing
Mth 55
48%
51%
49%
80-Percent
Index
94%
100%
-
Num Math 65
Success
Num Math 55
Success
Pct
Completing
Mth 55
56
21
38%
61%
65
41
180
83
425
40
18
90
41
210
62%
44%
50%
49%
49%
100%
71%
81%
80%
-
Age
24 or younger
25 or older
Total
Num Math 65
Success
350
111
461
Num Math 55
Success
173
55
228
Pct
Completing
Mth 55
49%
50%
49%
80-Percent
Index
100%
100%
-
Disability Status
Any Disability
No Disabilities
Total
Num Math 65
Success
34
427
461
Num Math 55
Success
14
214
228
Pct
Completing
Mth 55
41%
50%
49%
80-Percent
Index
82%
100%
-
Income Status
Low Income
All other students
Total
Num Math 65
Success
291
170
461
Num Math 55
Success
147
81
228
Pct
Completing
Mth 55
51%
48%
49%
80-Percent
Index
100%
94%
-
Veteran Status
Veteran
Other students
Total
Num Math 65
Success
7
454
461
Num Math 55
Success
5
223
228
Pct
Completing
Mth 55
71%
49%
49%
80-Percent
Index
100%
-
Ethnicity
African Amer. /
Black
Asian
Filipino
Hispanic / Latino
White
Total
80-Percent
Index
under rep
under rep
Foster Youth Status
Foster Youth
Other students
Total
Num Math 65
Success
20
441
461
Num Math 55
Success
12
216
228
Pct
Completing
Mth 55
60%
49%
49%
80-Percent
Index
100%
82%
-
NOTES:
Cohort: Students with a passing grade ('A', 'B', 'C', or 'P') in Math 65 in the Fall 2011
and 2012 terms.
Outcome: Percent Completing Math 55 is the number of students receiving a passing
grade ('A', 'B', 'C', or 'P') in Math 55 within 2 years of successfully completing
Math 65 out of the cohort.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Percent completing College Math within 2 years of completing Math 55/54/53
Gender
Female
Male
Total
Ethnicity
African Amer. /
Black
Asian
Filipino
Hispanic / Latino
White
Total
Num Math 55/54
Success
365
337
702
Num Coll Math
Success
189
173
362
Pct Completing
Coll Math
52%
51%
52%
80-Percent
Index
100%
99%
-
Num Math 55/54
Success
Num Coll Math
Success
Pct Completing
Coll Math
80-Percent
Index
48
23
48%
83%
139
74
260
113
634
80
40
129
58
330
58%
54%
50%
51%
52%
100%
94%
86%
89%
-
Age
24 or younger
25 or older
Total
Num Math 55/54
Success
551
160
711
Num Coll Math
Success
300
66
366
Pct Completing
Coll Math
54%
41%
51%
80-Percent
Index
100%
76%
-
Disability Status
Any Disability
No Disabilities
Total
Num Math 55/54
Success
29
682
711
Num Coll Math
Success
17
349
366
Pct Completing
Coll Math
59%
51%
51%
80-Percent
Index
100%
87%
-
Income Status
Low Income
All other students
Total
Num Math 55/54
Success
421
290
711
Num Coll Math
Success
218
148
366
Pct Completing
Coll Math
52%
51%
51%
80-Percent
Index
100%
99%
-
Veteran Status
Veteran
Other students
Total
Num Math 55/54
Success
8
703
711
Num Coll Math
Success
5
361
366
Pct Completing
Coll Math
63%
51%
51%
80-Percent
Index
100%
-
Foster Youth Status
Foster Youth
Other students
Total
Num Math 55/54
Success
31
680
711
Num Coll Math
Success
13
353
366
Pct Completing
Coll Math
42%
52%
51%
80-Percent
Index
81%
100%
-
NOTES:
Cohort: Students with a passing grade ('A', 'B', 'C', or 'P') in Math 55/54 in the Fall 2011 and
2012 terms.
Outcome: Percent Completing College Level Math is the number of students receiving a passing
grade ('A', 'B', or 'C') in College Level Math within 2 years of successfully
completing Math 55/54 out of the cohort.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference subgroup.
A percent less than 80% suggests that the subgroup may be under represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Conclusions: Disproportionately Impacted Student Groups
African American, Chicano/Latino, Pacific Islander, low income, students with disabilities and
veteran students are the most disproportionately impacted in varying levels of English, ESL and
math basic skills courses. African American, Chicano/Latino and Pacific Islander students are
among the most impacted ethnic groups.
GOALS, ACTIVITIES, FUNDING AND EVALUATION: ESL AND BASIC SKILLS
COURSE COMPLETION
GOAL C.
The goal is to improve ESL and basic skills completion for the following target populations
identified in the college research as experiencing a disproportionate impact:
Target Population(s)
African American
Students for Math 65
to Math 55 (degreeapplicable)
African American for
English 101B to 1A
African American for
English 102 to 1A
Filipino students who
complete their next
level math or English
for Math 65 to Math
55 (Degreeapplicable)
Filipino students for
English 101B to 1A
Hispanic/Latino
students who
complete their nextlevel English course
after completing the
highest level ESL
course for ESL 110D
to 1A
Current gap, year
12%,2014
Goal*
50%
Goal Year
2020
8%,2014
70%
2020
1%,2014
65%
2020
6%,2014
50%
2020
13%,2014
70%
2020
32%,2014
42%
2020
Students with any
42%,2014 (Eng.)
50%
disability completing 32%,2014 (Math)
40%
English 101A and
Math 53
Low income students 40%,2014
50%
completing Math 53,
41%,2014
50%
54
*Expressed as either a percentage or number
**Benchmark goals are to be decided by the institution.
2020
2020
2020
2020
ACTIVITIES: C. ESL AND BASIC SKILLS COURSE COMPLETION
C.1
 Activity Type(s)
X
Outreach
X
X
Student Services or other
Categorical Program
Research and Evaluation
X
X
X
Student Equity
Coordination/Planning
Curriculum/Course Development
or Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group(s)
C.1
African-American
X
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
1500-1800
 Activity Implementation Plan
Increase basic skill instructional support and learning assistance in math for AfricanAmerican students.
Provide peer to peer support for learning assistance for Striving Black Brothers Coalition
students, workshops and leadership activities.
Enhance STEM Center resources in surveying campus climate, professional development,
outreach and staff to serve target population in support for basic skills completion in math.
Expand Daraja Project participation and support for 2nd year students including tutoring,
direct student aid and success workshops/leadership training and scaling up peer to peer
mentoring.
Professional Development around teaching to targeted populations including African
American students.
Provide books, transportation, childcare and food resources for students in highest need as
identified in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance will be provided to students with highest
need in math through the Math Lab, and in English with collaboration with Daraja, SBBC,
Puente, DSPS, FYE and Veteran’s Benefits programs to increase target population
participation in support services.
Expand CIN, FYE, Daraja, Puente and SBBC resources to increase student engagement,
professional development and collaboration with other learning communities.
Expand Daraja curriculum to include PSCN and Passion Project, as well as mentoring and
professional development components.
Establish a Black Faculty/Staff Association to support the needs of African American
students including culturally relevant events and activities such as Black History Month.
Revitalize Ethnic Studies, which will include core courses attractive to Daraja and other
African-American students.
Collaborate with African-American and Latino FIG hosted by faculty members Land and
Johnston to develop through research, experience and creativity a vital 21" Equity pedagogy
that moves us into learning that is fueled by love and leads to liberation, a post-equity
pedagogy, share with colleagues and host professional development opportunities.
Participate in professional development at statewide Umoja Summer Learning Institute,
Regional Symposium, and co-host annual conference for faculty, staff and students.
Re-establish Early Alert system to track progress of students, especially target populations,
making timely referrals to support services.
Provide bi-monthly workshops on Chaffey Grant for Foster Youth.
Review, revise, and where necessary, redesign STEM courses and programs to better address
the needs of targeted populations.
ID
Planned Start and End
Date(s)
C.1 July 1, 2015 to December
31, 2016
Student Equity Funds
Other Funds**
$230,000
$10,000 SBBC co-curricular
$45,000 SSSP for counseling
 Link to Goal
Comprehensive academic and student support services, direct aid, professional inquiry and
development, learning communities, SSSP core services, accelerated learning, coalition
building and student engagement enhancements are linked directly to the goal of increasing
the basic skills completion rates of African American students as evidenced by Institutional
Research that shows programs and services that work in increasing student success
(www.chabotcollege.edu/ir/StudentSuccess/ChabotProgramsthatworkTwoPage2015b.pdf).
 Evaluation
Students indicate their ethnicity on their Admissions Application so the IR Researcher will
be able to compare their outcomes in the success indicators with the average student
population. The success indicator outcomes for access will be shared with the SECC for
review, analysis and recommendations for program modifications. African American student
outcomes for basic skills completion indicators will be measured after census data is
available for each term for the prior term.
C.2
 Activity Type(s)
X
Outreach
X
X
Student Services or
other Categorical
Program
Research and
Evaluation
X
X
X
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
C.2
Filipino
X
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
100-200
 Activity Implementation Plan
Provide curriculum development funding for faculty to modify ESL curriculum to enhance
ESL completion into English 1A.
Increase basic skill instructional support and learning assistance in math for Filipino students.
Enhance STEM Center resources in surveying campus climate, professional development,
outreach and staff to serve target population in support for course completion in math.
Professional Development around teaching to targeted populations.
Provide books, transportation, childcare and food resources for students in highest need as
identified in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance will be provided to students with highest
need in math through the Math Lab, and in English with collaboration with Daraja, SBBC,
Puente, DSPS, Foster Youth, FYE and Veteran’s Benefits programs to increase target
population participation in support services.
Expand CIN, FYE, Daraja, Puente and SBBC resources to increase student engagement,
professional development and collaboration with other learning communities.
Establish an API Faculty/Staff Association to support the needs of Filipino students
Revitalize Ethnic Studies, which will include core courses attractive to Filipino students.
Participate in professional development at statewide Umoja Summer Learning Institute,
Regional Symposium, and host annual conference for faculty, staff and students.
Re-establish Early Alert system to track progress of students, especially target populations,
making timely referrals to support services.
Review, revise, and where necessary, redesign STEM courses and programs to better address
the needs of targeted populations.
ID Timeline(s)
C.2 July 1, 2015 to December
31, 2016
Student Equity Funds
$45,000
Other Funds**
$20,000 SSSP counseling
 Link to Goal
Comprehensive academic and student support services, direct aid, professional inquiry and
development, learning communities, SSSP core services, accelerated learning, coalition
building and student engagement enhancements are linked directly to the goal of increasing
the basic skills completion rates of Filipino students as evidenced by Institutional Research
that shows programs and services that work in increasing student success
(www.chabotcollege.edu/ir/StudentSuccess/ChabotProgramsthatworkTwoPage2015b.pdf).
 Evaluation
Students indicate their ethnicity on their Admissions Application so the IR Researcher will
be able to compare their outcomes in the success indicators with the average student
population. The success indicator outcomes for access will be shared with the SECC for
review, analysis and recommendations for program modifications. Filipino student outcomes
for basic skills completion indicators will be measured after census data is available for each
term for the prior term.
C.3
 Activity Type(s)
X
Outreach
X
Student Services or
other Categorical
Program
Research and
Evaluation
X
X
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
C.3
Hispanic/Latino
X
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
1500-1800
 Activity Implementation Plan
Collect data on ESL basic skills assessment and completion, tutor students in small groups,
and provide dedicated counseling services
Provide curriculum development funding for faculty to modify ESL curriculum to enhance
ESL completion into English 1A
Increase basic skill instructional support and learning assistance in English for ESL students
Enhance STEM Center resources in surveying campus climate, professional development,
outreach and staff to serve target population in support for course completion in math
Professional Development around teaching to targeted populations
Provide books, transportation, childcare and food resources for students in highest need as
identified in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance will be provided to students with highest
need in ESL and English and math with collaboration with Daraja, SBBC, Puente, DSPS,
FYE and Veteran’s Benefits programs to increase target population participation in support
services
Expand CIN, FYE, Daraja, Puente and SBBC resources to increase student engagement,
professional development and collaboration with other learning communities
Re-establish Early Alert system to track progress of students, especially target populations,
making timely referrals to support services
ID Timeline(s)
C.3 July 1, 2015 to December
31, 2016
Student Equity Funds
$70,000
Other Funds**
SSSP - $45,000
 Link to Goal
Comprehensive academic and student support services, direct aid, professional inquiry and
development, learning communities, SSSP core services, accelerated learning, coalition
building and student engagement enhancements are linked directly to the goal of increasing
the basic skills completion rates of Hispanic/Latino students as evidenced by Institutional
Research that shows programs and services that work in increasing student success
(www.chabotcollege.edu/ir/StudentSuccess/ChabotProgramsthatworkTwoPage2015b.pdf).
 Evaluation
Students indicate their ethnicity on their Admissions Application so the IR Researcher will
be able to compare their outcomes in the success indicators with the average student
population. The success indicator outcomes for access will be shared with the SECC for
review, analysis and recommendations for program modifications. Hispanic/Latino student
outcomes for basic skills completion indicators will be measured after census data is
available for each term for the prior term.
C.4
 Activity Type(s)
Outreach
X
Student Services or
other Categorical
Program
Research and Evaluation
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
C.4
Students with Disabilities
X
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
500-600
 Activity Implementation Plan
Collect data on students with disabilities basic skills assessment and completion, tutor
students in small groups, and provide dedicated counseling services
Increase basic skill instructional support and learning assistance in English for students with
disabilities through embedded tutoring
Enhance STEM Center resources in surveying campus climate, professional development,
outreach and staff to serve target population in support for course completion in math
Professional Development around teaching to targeted populations
Provide books, transportation, childcare and food resources for students in highest need as
identified in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance will be provided to students with
disabilities with highest need in ESL and English with collaboration with Daraja, SBBC,
Puente, DSPS, FYE and Veteran’s Benefits programs to increase target population
participation in support services.
Expand CIN, FYE, Daraja, Puente and SBBC resources to increase student engagement,
professional development and collaboration with other learning communities to include more
students with disabilities
Re-establish Early Alert system to track progress of students, especially target populations,
making timely referrals to support services
ID Timeline(s)
C.4 July 1, 2015 to December
31, 2016
Student Equity Funds
$33,000
Other Funds**
DSPS - $45,000
 Link to Goal
Comprehensive academic and student support services, direct aid, professional inquiry and
development, learning communities, SSSP core services, embedded learning assistance,
coalition building and student engagement enhancements are linked directly to the goal of
increasing the basic skills completion rates of students with disabilities as evidenced by
Institutional Research that shows programs and services that work in increasing student
success
(www.chabotcollege.edu/ir/StudentSuccess/ChabotProgramsthatworkTwoPage2015b.pdf).
 Evaluation
Data is collected on students who access disability resources through the Disabled Student
Resource Center so the IR Researcher will be able to compare their outcomes in the success
indicators with the average student population. The success indicator outcomes for access
will be shared with the SECC for review, analysis and recommendations for program
modifications. Disabled student outcomes for basic skills completion indicators will be
measured after census data is available for each term for the prior term.
C.5
 Activity Type(s)
Outreach
X
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
Student Services or
other Categorical
Program
Research and Evaluation
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
C.5
Low income students
X
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
600-800
 Activity Implementation Plan
Collect data on low income student basic skills assessment and completion, tutor students in
small groups, and provide embedded counseling services in learning communities/FYE.
Increase basic skill instructional support and learning assistance in English for low income
students through embedded tutoring.
Enhance STEM Center resources in surveying campus climate, professional development,
outreach and staff to serve target population in support for course completion in math.
Professional Development around teaching to targeted populations.
Provide books, transportation, childcare and food resources for students in highest need as
identified in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance will be provided to low income students
with highest need in ESL and English with collaboration with Daraja, SBBC, Puente, DSPS,
FYE and Veteran’s Benefits programs to increase target population participation in support
services.
Expand CIN, FYE, Daraja, Puente and SBBC resources to increase student engagement,
professional development and collaboration with other learning communities to include more
low income students.
Re-establish Early Alert system to track progress of students, especially target populations,
making timely referrals to support services.
ID Timeline(s)
C.5 July 1, 2015 to December
31, 2016
Student Equity Funds
$75,000
Other Funds**
SSSP - $55,000
 Link to Goal
Comprehensive academic and student support services, direct aid, professional inquiry and
development, learning communities, SSSP core services, embedded learning assistance,
coalition building and student engagement enhancements are linked directly to the goal of
increasing the basic skills completion rates of low income as evidenced by Institutional
Research that shows programs and services that work in increasing student success
(www.chabotcollege.edu/ir/StudentSuccess/ChabotProgramsthatworkTwoPage2015b.pdf).
 Evaluation
Students indicate their financial status on their FAFSA and/or BOG Fee Waiver Application
so the IR Researcher will be able to compare their outcomes in the success indicators with
the average student population. The success indicator outcomes for access will be shared
with the SECC for review, analysis and recommendations for program modifications. Low
income student outcomes for basic skills completion indicators will be measured after census
data is available for each term for the prior term.
CAMPUS-BASED RESEARCH: DEGREE AND CERTIFICATE COMPLETION
D. DEGREE AND CERTIFICATE COMPLETION. The 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.
Overview
Chabot College students of color, except Asian students, do show disproportionate impact in
degree and certificate completion. Hispanic, African American and Pacific Islander are the three
groups with the largest equity gaps along with the small group of American Indian/Native
Alaskan showing zero certificates earned as well as Foster Youth with one in the baseline year
(08-09) through the outcome measurement year (10-11). Low income, veterans and students with
disabilities are not found to be DI for certificate completion after four years. Foster youth,
students with disabilities and African American, American Indian, and Pacific Islander students
are the three ethnic groups with the largest equity gaps in degree completion after four years. The
following table shows the certificate and degree attainment amounts and rates for each group.
Chabot College Percent of Students Earning a Certificate out of those with Degree, Certificate,
or Job Training goal, by cohort, after 4 years
Gender
Female
Male
Unknown
Total
Num Cert Goal
1,139
1,702
83
2,924
Num with
Cert
24
34
58
Pct w/ Cert
2%
2%
0%
2%
80-Percent
Index
100%
95%
0%
-
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Other
Unknown
Total
Num Cert Goal
522
Num with
Cert
8
Pct w/ Cert
2%
80-Percent
Index
20%
under rep
26
0
0%
0%
under rep
196
111
1,279
58
536
23
173
2,924
15
2
18
1
11
0
3
58
8%
2%
1%
2%
2%
0%
2%
2%
100%
24%
18%
23%
27%
0%
23%
-
under rep
under rep
under rep
under rep
under rep
under rep
under rep
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Num Cert Goal
905
317
340
460
505
256
141
2,924
Num with
Cert
15
6
3
4
16
8
6
58
Pct w/ Cert
2%
2%
1%
1%
3%
3%
4%
2%
80-Percent
Index
39%
44%
21%
20%
74%
73%
100%
-
Disability Status
Any Disability
No Disabilities
Total
Num Cert Goal
123
2,801
2,924
Num with
Cert
2
56
58
Pct w/ Cert
2%
2%
2%
80-Percent
Index
81%
100%
-
Income Status
Low Income
All other students
Total
Num Cert Goal
1,079
1,845
2,924
Num with
Cert
24
34
58
Pct w/ Cert
2%
2%
2%
80-Percent
Index
100%
83%
-
Veteran Status
Veteran
Other students
Total
Num Cert Goal
39
2,885
2,924
Num with
Cert
4
54
58
Pct w/ Cert
10%
2%
2%
80-Percent
Index
100%
18%
-
Foster Youth Status
Foster Youth
Other students
Total
Num Cert Goal
110
2,814
2,924
Num with
Cert
1
57
58
Pct w/ Cert
1%
2%
2%
80-Percent
Index
45%
100%
-
under rep
under rep
under rep
under rep
under rep
under rep
under rep
under rep
NOTES:
Cohort: New students enrolled in Academic Years 2008-09 through 2010-11 and
have an educational goal of Degree or Job Training.
Outcome: Percent with Certificate is the number of new students receiving a
Certificate within 4 years of starting at Chabot College out of the
corresponding cohort.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under
represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Chabot College Percent of Students Earning a Degree out of those with Degree/Transfer goal, by
cohort, after 4 years
Gender
Female
Male
Unknown
Total
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Other
Unknown
Total
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Total
Num Degree
Goal
3,361
4,019
127
7,507
Num with
Degree
261
191
4
456
Pct w/
Degree
8%
5%
3%
6%
80-Percent
Index
100%
61%
41%
-
Num Degree
Goal
1,528
Num with
Degree
29
Pct w/
Degree
2%
80-Percent
Index
18%
under rep
39
1
3%
24%
under rep
968
569
2,509
203
1,059
67
565
7,507
103
51
138
10
85
4
35
456
11%
9%
6%
5%
8%
6%
6%
6%
100%
84%
52%
46%
75%
56%
58%
-
Num Degree
Goal
5,105
712
494
476
425
209
86
7,507
Num with
Degree
384
21
14
21
10
3
3
456
Pct w/
Degree
8%
3%
3%
4%
2%
1%
3%
6%
80-Percent
Index
100%
39%
38%
59%
31%
19%
46%
-
under rep
under rep
under rep
under rep
under rep
under rep
under rep
under rep
under rep
under rep
under rep
under rep
under rep
Disability Status
Any Disability
No Disabilities
Total
Num Degree
Goal
270
7,237
7,507
Num with
Degree
6
450
456
Pct w/
Degree
2%
6%
6%
80-Percent
Index
36%
100%
-
Income Status
Low Income
All other students
Total
Num Degree
Goal
3,645
3,862
7,507
Num with
Degree
220
236
456
Pct w/
Degree
6%
6%
6%
80-Percent
Index
99%
100%
-
Veteran Status
Veteran
Other students
Total
Num Degree
Goal
79
7,428
7,507
Num with
Degree
9
447
456
Pct w/
Degree
11%
6%
6%
80-Percent
Index
100%
53%
-
Foster Youth Status
Foster Youth
Other students
Total
Num Degree
Goal
373
7,134
7,507
Num with
Degree
7
449
456
Pct w/
Degree
2%
6%
6%
80-Percent
Index
30%
100%
-
under rep
under rep
under rep
NOTES:
Cohort: New students enrolled in Academic Years 2008-09 through 2010-11 and have
an educational goal of Degree or Transfer
Outcome: Percent with Degree is the number of new students receiving a Degree within
4 years of starting at Chabot College out of the corresponding cohort.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
District: CLPCCD College: Chabot College GOALS, ACTIVITIES, FUNDING AND EVALUATION: DEGREE AND CERTIFICATE
COMPLETION
GOAL D.
The goal is to improve degree and certificate completion for the following target populations
identified in the college research as experiencing a disproportionate impact:
Target
Population(s)
Males earning a
degree after 4 years
African-American
students earning a
degree after 4 years
American Indian or
Alaskan Native
Students earning a
degree after 4 years
Hispanic or Latino
students earning a
degree after four
years
Hawaiian or Pacific
Islander students
earning a degree after
four years
White students
earning a degree after
four years
Students with
disabilities who earn
a degree after four
years
Foster Youth who
can earn a degree
after four years
African-American
students earning a
certificate after four
American Indian or
Alaskan Native
students earning a
certificate after four
years
Current gap, year
Goal*
Goal Year
2%,2014
7%
2020
7%,2014
9%
2020
6%,2014
9%
2020
3%,2014
9%
2020
4%,2014
9%
2020
1%,2014
9%
2020
3%,2014
5%
2020
4%,2014
6%
2020
5%,2014
7%
2020
0,2014
7%
2020
Chabot College Student Equity Plan ‐ 62
Filipino students
5%,2014
7%
earning a certificate
after four years
Hispanic or Latino
6%,2014
7%
students earning a
certificate after four
years
Hawaiian or Pacific
5%,2014
7%
Islander students
earning a certificate
after four years
White students
5%,2014
7%
earning a certificate
Foster youth earning 1%,2014
2%
a certificate after four
years
*Expressed as either a percentage or number
**Benchmark goals are to be decided by the institution.
2020
2020
2020
2020
2020
ACTIVITIES: D. DEGREE AND CERTIFICATE COMPLETION
D.1
 Activity Type(s)
X
Outreach
X
Student Services or
other Categorical
Program
Research and
Evaluation
X
X
X
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group(s)
D.1
Males
African-American students
American Indian or Alaskan Native students
Hispanic or Latino
Hawaiian or Pacific Islander
Students with disabilities
Foster Youth
X
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
300
800
50
1200
200
300
150
 Activity Implementation Plan
Collect data on Foster Youth degree completion, tutor students in small groups, and provide
Chaffey grant and counseling services.
Increase support of learning communities, pathways, counselor and instructional assistants,
professional development and inquiry, direct student aid and program expansion.
Recruit students into an expanded expression of the Daraja Project and collaborate with
Puente/Mecha/API/MESA/Passion, Law & Democracy, Athletics and Pathways to Law
School to encourage intercultural identity building, alliances and pathways.
Provide peer to peer support for learning assistance for Striving Black Brothers Coalition
students, workshops and leadership activities.
Enhance STEM Center resources in surveying campus climate, professional development,
outreach and staff to serve target population in support for degree completion in STEM
majors.
Expand Daraja Project participation and support for 2nd year students including tutoring,
direct student aid and success workshops/leadership training and scaling up peer to peer
mentoring.
Hire Student Equity Coordinator to monitor progress of first and second year target
populations and facilitate 2nd and 3rd year counseling, financial aid and enrollment
processes.
Organize and increase learning community and pathway opportunities for 2nd year students
in target populations.
Implement a degree audit system so that the accurate number of degrees earned is being
captured.
Launch College Central Network to create portfolios of work, build and store resumes,
podcasts.
ID
Planned Start and End
Date(s)
D.1 January – Dec. 2016
Student Equity Funds
Other Funds**
$125,000
SSSP - $45,000
DSPS - $25,000
 Link to Goal
Comprehensive academic and student support services, direct aid, professional inquiry and
development, learning communities, SSSP core services, embedded learning assistance,
coalition building and student engagement enhancements are linked directly to the goal of
increasing the certificate/degree completion rates of low income as evidenced by Institutional
Research that shows programs and services that work in increasing student success
(www.chabotcollege.edu/ir/StudentSuccess/ChabotProgramsthatworkTwoPage2015b.pdf).
 Evaluation
Students indicate their ethnicity, gender, and Foster Youth status on their Admissions
Application and data is collected on students who access disability resources through the
Disabled Student Resource Center so the IR Researcher will be able to compare their
outcomes in the success indicators with the average student population. The success indicator
outcomes for completion will be shared with the SECC for review, analysis and
recommendations for program modifications. DI student outcomes for completion indicators
will be measured after census data is available for each term for the prior term.
D.2
 Activity Type(s)
X
Outreach
X
X
Student Services or
other Categorical
Program
Research and
Evaluation
X
X
X
Student Equity
Coordination/Planning
Curriculum/Course
Development or
Adaptation
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group
D.2
African-American
American Indian or Alaskan Native
Filipino
Hispanic or Latino students
Hawaiian or Pacific Islander
White students
Foster Youth
X
X
Instructional Support
Activities
Direct Student Support
# of Students Affected
500
300
800
200
300
300
500
 Activity Implementation Plan
Collect data on Foster Youth degree completion, tutor students in small groups, and provide
Chaffey grant and counseling services.
Support of learning communities, pathways, counselor and instructional assistants,
professional development and inquiry, direct student aid and program expansion.
Recruit students into an expanded expression of the Daraja Project and collaborate with
Puente/Mecha/API/MESA/Passion, Law & Democracy, Athletics and Pathways to Law
School to encourage intercultural identity building, alliances and pathways.
Provide peer to peer support for learning assistance for Striving Black Brothers Coalition
students, workshops and leadership activities.
Enhance STEM Center resources in surveying campus climate, professional development,
outreach and staff to serve target population in support for degree completion in STEM
majors.
Expand Daraja Project participation and support for 2nd year students including tutoring,
direct student aid and success workshops/leadership training and scaling up peer to peer
mentoring.
Hire Student Equity Coordinator to monitor progress of first and second year target
populations and facilitate 2nd and 3rd year counseling, financial aid and enrollment
processes.
Organize and increase learning community and pathway opportunities for 2nd year students
in target populations.
Implement enhanced follow-up services targeting certificate-seekers through SSSP and
Career and Transfer Center services.
Applied Math and English for technical fields –collaborate with adult school partners.
Launch College Central Network to create portfolios of work, build and store resumes,
podcasts.
Collaborate with CTE Faculty on tours of CTE labs and career awareness/exploration
activities in partnership with Career Pathways Trust initiatives.
ID Timeline(s)
D.2 July 1,2015 to December
31, 2016
Student Equity Funds
$125,000
Other Funds**
CPT - $10,000
SSSP - $35,000
 Link to Goal
Comprehensive academic and student support services, direct aid, professional inquiry and
development, learning communities, SSSP core services, embedded learning assistance,
coalition building and student engagement enhancements are linked directly to the goal of
increasing the certificate/degree completion rates of DI students as evidenced by Institutional
Research that shows programs and services that work in increasing student success
(www.chabotcollege.edu/ir/StudentSuccess/ChabotProgramsthatworkTwoPage2015b.pdf).
 Evaluation
Students indicate their ethnicity and Foster Youth status on their Admissions Application so
the IR Researcher will be able to compare their outcomes in the success indicators with the
average student population. The success indicator outcomes for access will be shared with
the SECC for review, analysis and recommendations for program modifications. DI student
outcomes for certificate/degree completion indicators will be measured after census data is
available for each term for the prior term.
CAMPUS-BASED RESEARCH: TRANSFER
E. TRANSFER. The 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.
Overview
Chabot College transfer completion rates mirror degree completion rates in terms of DI groups.
Since the Transfer goal can take the longest if students start out in basic skills, the plan calls for
increasing 2nd year retention programs, connecting with the Career & Transfer Center services
and enhancing follow-up services to aid transfer readiness and completion.
Chabot College Percent of Transfer-Directed Students Transferring to a 4-year college after 6
years (F07-08 cohort)
Gender
Female
Male
Unknown
Total
Ethnicity
African Amer. / Black
Amer. Indian / Alaskan
Nat.
Asian
Filipino
Hispanic / Latino
Pacific Islander
White
Unknown
Total
Number Transfer
Directed
550
472
27
1,049
Number
Transferred
225
188
12
425
Transfer
Rate
41%
40%
44%
41%
80-Percent
Index
92%
90%
100%
-
Number Transfer
Directed
106
Number
Transferred
32
Transfer
Rate
30%
80-Percent
Index
51%
8
3
38%
-
236
120
255
35
177
112
1,049
141
46
76
7
68
52
425
60%
38%
30%
20%
38%
46%
41%
100%
64%
50%
33%
64%
78%
-
under rep
under rep
under rep
under rep
under rep
under rep
Age
19 or younger
20-24
25-29
30-34
35-39
40-49
50 or older
Total
Number Transfer
Directed
844
119
33
7
18
20
8
1,049
Number
Transferred
354
42
12
4
5
4
4
425
Transfer
Rate
42%
35%
36%
57%
28%
20%
50%
41%
80-Percent
Index
100%
84%
87%
48%
-
Disability Status
Any Disability
No Disabilities
Total
Number Transfer
Directed
37
1,012
1,049
Number
Transferred
10
415
425
Transfer
Rate
27%
41%
41%
80-Percent
Index
66%
100%
-
Income Status
Low Income
All other students
Total
Number Transfer
Directed
620
429
1,049
Number
Transferred
234
191
425
Transfer
Rate
38%
45%
41%
80-Percent
Index
85%
100%
-
under rep
under rep
Data for Veterans and Foster Youth not available.
NOTES:
Cohort: Initial enrollment in Academic Year 2007-08.
Outcome: Enrollment out of the total number of students in the cohort.
80-Percent Index: Ratio of the rate of a disaggregated group over the rate of the reference
subgroup.
A percent less than 80% suggests that the subgroup may be under represented.
A percent over 120% suggests that the subgroup may be over represented.
Disproportionate impact can only be confirmed for groups of 20 or more.
Reference Group: Subgroup with highest rate and group size of at least 20.
Shaded line: Group size is less than 20.
Source: California Community Colleges Chancellor's Office (CCCCO)
GOALS, ACTIVITIES, FUNDING AND EVALUATION: TRANSFER
GOAL E.
The goal is to improve transfer for the following target populations identified in the college
research as experiencing a disproportionate impact:
Target
Current gap, year
Goal*
Population(s)
African-American
18%,2014
48%
who become
transfer-directed in
at least 6 years
Filipino students
10%,2014
48%
who become
transfer-directed in
at least six years
Hispanic or Latino
18%,2014
48%
students who
become transferdirected in at least
six years
Hawaiian or Pacific- 28%,2014
48%
Islander students
who become
transfer-directed in
at least six years
White students who
10%,2014
48%
become transferdirected in at least
six years
Students age 40 to
14%,2014
34%
49 who become
transfer-directed in
at least six years
Students with
6%,2014
33%
disabilities who
become transferdirected in at least
six years
*Expressed as either a percentage or number
**Benchmark goals are to be decided by the institution.
Goal Year
2020
2020
2020
2020
2020
2020
2020
Chabot College Student Equity Plan ‐ 69
Commented [MVL1]: District: CLPCCD College: Chabot College ACTIVITIES: E. TRANSFER
E.1
 Activity Type(s)
X
Outreach
X
X
Student Services or
other Categorical
Program
Research and
Evaluation
X
X
X
Student Equity
Coordination/Planning
Curriculum/Course
Development or Adaptation
X
Instructional Support
Activities
Direct Student
Support
Professional Development
 Target Student Group(s) & # of Each Affected*:
ID
Target Group(s)
# of Students Affected
E.1
African American
500
Filipino
300
Hispanic or Latino
800
Hawaiian or Pacific-Islander
200
White
300
Students with disabilities
300
 Activity Implementation Plan
Provide peer to peer support for learning assistance for Striving Black Brothers Coalition
students, workshops and leadership activities.
Hire Student Equity Coordinator to monitor progress of first and second year target
populations and facilitate 2nd and 3rd year counseling, financial aid and enrollment
processes.
Expand Daraja Project participation and support for 2nd year students including tutoring,
direct student aid and success workshops/leadership training and scaling up peer to peer
mentoring.
Expand Puente Project support for Phase III Puente students including increased counseling,
data analysis and student follow-up activities.
Enhance STEM Center resources in surveying campus climate, professional development,
outreach and staff to serve target population in support for degree completion in STEM
majors.
Organize and increase learning community and pathway opportunities for 2nd year students
in target populations.
Increase the number of AA-T and AS-T degrees.
District: CLPCCD College: Chabot College Familiarize students and faculty with the Career Transfer Center services – assistance from
college reps, help with personal statements, etc. targeted to student populations, TAG
workshops – collaboration between the center and programs.
Expand tours to 4-year institutions including HCBU tours for African American students.
Expand scholarship application assistance through technology enhancement and targeted
follow-up interventions.
Launch College Central Network to create portfolios of work, build and store resumes,
podcasts.
ID
Planned Start and End
Date(s)
E.1 July 1, 2015 to December
31, 2016
Student Equity Funds
Other Funds**
$50,138
SSSP - $50,000
GF - $50,000
 Link to Goal
Comprehensive academic and student support services, direct aid, professional inquiry and
development, learning communities, SSSP core services, embedded learning assistance,
coalition building and student engagement enhancements are linked directly to the goal of
increasing the transfer completion rates of DI students as evidenced by Institutional Research
that shows programs and services that work in increasing student success
(www.chabotcollege.edu/ir/StudentSuccess/ChabotProgramsthatworkTwoPage2015b.pdf).
 Evaluation
Students indicate their ethnicity on their Admissions Application so the IR Researcher will
be able to compare their outcomes in the success indicators with the average student
population. The success indicator outcomes for transfer will be shared with the SECC for
review, analysis and recommendations for program modifications. DI student outcomes for
transfer completion indicators will be measured after census data is available for each term
for the prior term.
District: CLPCCD College: Chabot College Summary Budget
Please see accompanying Summary Budget Spreadsheet
SUMMARY EVALUATION SCHEDULE AND PROCESS
A. STUDENT SUCCESS INDICATOR FOR ACCESS
“Compare the percentage of each population group that is enrolled to the percentage of each
group in the adult population within the community served”
Institutional Research will query the student success indicator for access by student population
group after Census Rosters are submitted for Spring and Summer 2016 terms. Each student
equity initiative will collect participant data via student identification numbers to be used in
comparison to similar group students who did not participate in area program/service.
B. STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION
“Ratio of the number of credit courses that students by population group actually complete by
the end of the term compared to the number of courses in which students in that group are
enrolled on the census day of the term”
Institutional Research will query the student success indicator for course completion after grades
are rolled from Spring 2016 and Summer 2016 terms by student population group. Each student
equity initiative will collect participant data via student identification numbers to be used in
comparison to similar group students who did not participate in area program/service.
C. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION
“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 to the number of those students who
complete such a final course”
Institutional Research will query the student success indicator for basic skills completion after
grades are rolled from Spring 2016, Summer and Fall 2016 terms by student population group.
Each student equity initiative will collect participant data via student identification numbers to be
used in comparison to similar group students who did not participate in area program/service.
D. STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE
COMPLETION
“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”
Institutional Research will query the student success indicator for degree and certificate
completion after grades are rolled from Spring 2016, Summer and Fall 2016 terms by student
population group. Each student equity initiative will collect participant data via student
identification numbers to be used in comparison to similar group students who did not participate
in area program/service.
E. STUDENT SUCCESS INDICATOR FOR TRANSFER
“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”
Institutional Research will query the student success indicator for transfer-directed and readiness
after grades are rolled from Spring 2016, Summer and Fall 2016 terms by student population
group. Each student equity initiative will collect participant data via student identification
numbers to be used in comparison to similar group students who did not participate in area
program/service.