Los Angeles Trade-Technical College
Student Equity Plan
October 7, 2014
LOS ANGELES TRADE-TECHNICAL COLLEGE STUDENT EQUITY PLAN
Table of Contents
Signature Page
Executive Summary
Description of the planning process
Target Groups
Goals
Activities
Resources
Contact Person/Student Equity Coordinator
Campus-Based Research
Overview LATTC Service Area
Indicator Definitions and Data
Access
Course Completion (Academic, CTE, Basic Skill)
ESL and Basic Skills Completion / Progression
Degree and Certificate Completion
Transfer
Goals and Activities
Access
Course Completion
ESL and Basic Skills Completion
Degree and Certificate Completion
Transfer
Budget
Sources of Funding
Evaluation Schedule and Process
Attachments (Optional)
1
Executive Summary
3
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
EXECUTIVE SUMMARY
Description of the planning process
The Student Success Committee took the charge of leading the dialogue with regards to the
Student Equity Plan. The Institutional Research office prepared campus-research data in Spring
2014. Starting in April, data was presented at several Student Success and other committee
meetings with the intent of brainstorming, sharing ideas and gathering feedback from different
groups pertaining to: how to better read and understand the data, further disaggregation needs
and requirements, and to collect feedback on how to present data in a clear way. To ensure
direct line of communication, a web page on Student Equity was created under the Student
Success Committee site and as feedback was received from the groups and the documents were
revised, they were posted on the website. Data was also presented and feedback was received
at other different types of college wide gatherings, such as Convocations (Staff and Faculty). The
September College wide Day of Dialogue focused on SSSP and Equity Plans with the expected
outcome to increase college wide knowledge about the plans, induce dialogue and collect
feedback about possible strategies that might help mitigate identified equity gaps among
different student populations.
To keep the momentum, at the beginning of the Fall semester, Student Success Workgroup
sessions were scheduled every Wednesday to dig deeper into the individual indicators. Dates for
these meetings and data were published on the website in advance. The expected outcome from
the meetings was to help draft goals and action plans for SSSP and Student Equity Plans as well as
to ensure alignment with the strategic priorities of the College’s Educational Master Plan. These
sessions were widely attended by students, faculty and staff and once feedback was received and
analyzed, it was incorporated into the final draft of the plan. The final draft of the plan was
presented for approval to the Student Success Committee and Academic Senate.
Target Groups
Through the data analysis it is evident that further data disaggregation and exploration is needed
for several population groups, at the same time, inequities for the following three groups be
prominent throughout the different indicators:
 Students who identify as African American.
 Students who identify as part of DSPS.
 Students who are in 25-34 age group.
Goal(s):
To decrease the equity gaps for the target student groups and increase student completions.
Activities, Emergent Themes:
• Data collection with further disaggregation and exploration.
• Review and revise current practices, policies and procedures.
• Faculty and Staff professional development.
• Pilot different strategies related to the indicator.
4
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
Resources:
The resources available include:





Categorical funding.
General fund allocations.
Student Equity and SSSP funding allocations.
Grant funding.
Administrative support from Academic Affairs and Workforce Development,
Administrative Services, Institutional Effectiveness and Student Services.
Contact Person/Student Equity Coordinator:
Leticia Barajas, V.P. of Academic Affairs and Workforce Development
5
Campus-Based Research
6
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Overview - LATTC Service Area
Los Angeles Trade Technical College (LATTC) is a public two-year college located on the
southern edge of downtown Los Angeles, approximately two miles south of the Central
Business District. The college’s primary district-defined service area is comprised of a 15 zipcode region that spans the Central, East, South, and Southeast areas of Los Angeles. However,
as a result of the unique educational trade programs offered at the college, LATTC also serves a
multitude of students from across the district’s 882-square mile region primarily due to its long
history of preparing students for trade and technical careers.
LATTC BOGG Students & Area Poverty
Fall 2013 Students on
BOGG Fee Waiver
65%
LATTC Service Area, %
below Poverty
31%
Los Angeles County, %
below Poverty
15%
Source: 2008-2012 American Community Survey 5-year Estimates
LATTC’s primary service area encompasses some of the most disadvantaged communities in Los
Angeles. According to the U.S Census, the zip codes within LATTC’s service area have some of
the highest unemployment rates for individuals over 16 years of age. Other socioeconomic
data shows that LATTC’s service area has a higher rate of poverty and lower levels of
educational attainment, especially in less than high school category, when compared to the
greater Los Angeles County region. Perhaps this is why nearly two-thirds of all LATTC’s Fall
2013 students applied for and received the Board of Governor’s Fee Waiver.
LATTC Area: Educational Attainment (18 years and older)
Educational Attainment
LATTC Service
Area
Less than high school graduate
40%
Los Angeles
County
23%
High school graduate (includes equivalency)
22%
21%
Some college or associate's degree
22%
29%
Bachelor's degree or higher
15%
27%
Source: 2008-2012 American Community Survey 5-year Estimates
Additionally, the college is located in a County that has undergone dramatic demographic shifts
over the last few decades. As the data on the following chart shows, the number of Asian and
Hispanic individuals in Los Angeles County has increased markedly over the past 20 years.
Notably, Hispanics have become the county’s largest sub-group surpassing Whites between the
1990 and 2000 census. Both the White and African American subgroups have experienced
decline over the years with both occupying a small proportion of the overall county population.
7
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Los Angeles County Total Population by Ethnicity
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
0
1990
2000
2010
2015*
2020*
Other
50,486
291,470
261,638
247,052
260,941
White
3,618,850
2,959,614
2,728,321
2,639,637
2,578,221
Hispanic
3,351,242
4,242,213
4,687,889
4,959,365
5,122,776
Black
934,776
901,472
815,086
794,644
778,597
Asian
907,810
1,124,569
1,325,671
1,405,712
1,448,808
Asian
Black
Hispanic
White
Other
Source: U.S. Census; *QCEW Employees - EMSI 2014.2 Class of Worker
These demographic shifts have also affected LATTC’s ethnic composition. In prior years, LATTC
consisted of primarily African American and White students (see chart below). However,
beginning in the 1980s, population shifts have reshaped the student population to its present
day composition where Hispanic students have become the largest ethnic subgroup. Currently,
Hispanic students represent 58% of the student body, while African American students account
for 28% and represent the second largest ethnic group of students.
LATTC's Student Population by Ethnic Proportion
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1973
1983
1993
2003
2013
Other
4%
3%
1%
1%
1%
White
34%
13%
8%
6%
6%
Hispanic
17%
25%
43%
53%
58%
Black
40%
47%
34%
31%
28%
Asian
5%
12%
13%
8%
6%
Source: LACD Institutional Research, 2014
Presently, LATTC serves a community and student population that has a history of being
underrepresented in higher education. Being located in a socially disadvantaged area highlights
8
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
the LATTC community’s deep educational needs and punctuates the importance of providing an
equitable and high-quality academic, technical, and professional education to current and
future students.
55.0%
2014 ARCC Completion Rate by Percent of Unprepared
Students
Pierce
Overall Completion Rate
50.0%
45.0%
Valley
40.0%
East
Harbor
City
West
35.0%
Mission
Trade
30.0%
25.0%
75.0%
80.0%
85.0%
90.0%
Unprepared Students
Southwest
95.0%
100.0%
2014 ARCC Completion Rate by Service Area
Median Income
Overall Completion Rate
55.0%
Pierce
50.0%
45.0%
40.0%
35.0%
Harbor
City
West
Trade
30.0%
25.0%
$20,000
Valley
East
Southwes
t
$30,000
$40,000
$50,000
Mission
$60,000
$70,000
Service Area Median Income
Source: Completion rate and unprepared student data is from CCCCO Data on Demand, ARCC 2014
Scorecard. Median Income data is from 2008-2012 American Community Survey, U.S. Census Bureau.
When comparing LATTC student completion rates with the completion rates of the rest of the
colleges in the Los Angeles Community College District, it is evident that LA Trade Tech’s
student completion rates are adversely affected by the socioeconomic status of the residents in
the service area and hence fare relatively low. LATTC’s service area has the lowest median
9
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
income of all the rest of the sister colleges in the district and the third highest rate of
unprepared students. These challenges are reflected in the subpar completion rates at LATTC.
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.
All Students
>=1.0 At or above Equity;
Fall 2013 Credit
Students
15 years & older
0.8 - <1.0 Almost at Equity;
<0.8 Below Equity
Annual
Number in % Distribution Number in Service
Participation Student
of Student
Area, 15 Years & % Distribution of
Rate
Population Population
Older
Service Area
Proportionality
Index
Total*
4%
14,459
-
382,465
-
-
GENDER
Female
Male
4%
4%
6,900
7,559
48%
52%
183,840
198,625
48%
52%
0.99
1.01
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
6%
2%
3%
3%
5%
3,918
840
8,059
817
183
27%
6%
56%
6%
1%
63,033
46,444
239,189
30,015
3,784
16%
12%
63%
8%
1%
1.64
0.48
0.89
0.72
1.28
*Includes 642 students from the “Unknown” Race/Ethnicity category, not listed above.
Source: Student population from DEC_IRDS_RDB. Service area population from Economic Modeling Specialist, Inc.
(EMSI) demographic data for 2013.
Proportionality Analysis for Gender and Race/Ethnicity
In 2013, Hispanic residents over 15 years of age accounted for 63% of the LATTC service area
population followed by the second largest group- African American residents who made up 16%
of the population. Asians represented 12% of the population and Whites accounted for 8% of
the population. Comparatively, the Fall 2013 credit student population was 56% Hispanic, 27%
African American, and 6% Asian, and 6% White. The proportionality analyses reveals that
African American students, whose P.I. score is 1.64 are significantly overrepresented in the
LATTC student population while Asian, Hispanic, and White students all yielded below 1
proportionality index scores. Although the P.I. scores for the Hispanic population of LATTC
students was 0.89, the P.I. scores for Asian and White students were 0.48 and 0.72,
respectively. This suggests that LATTC is serving a higher number of African American students
and a lower number of Asian, Hispanic, and White students than expected, given their
proportions in the service area population and that in terms of access, the college may be
inequitable for those two population groups.
In terms of gender, LATTC is serving an equal proportion of female and male students relative
to its service area, with males representing 52% of the student body and the service area while
females represent the remaining 48%. The P.I. scores of 1.01 for males and 0.99 for females
indicate that at LATTC, both genders have equity in terms of access.
10
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Students Attempting Zero Units
Units Attempted Rate – The percent of new Fall 2013 students attempting at least one unit during the Fall 2013
semester.
Attempting ZERO Units – Students in this category were new in Fall 2013 and did not complete any units.
Source: Student population & Attempting Zero Units population from DEC_IRDS_RDB.
Students Attempting and Zero Units
There were 3,357 new students who had registered for the Fall 2013 term and 97% of them attempted
to take some units during that term. The remaining 101 new students who registered at LATTC but did
not attempt any units were distributed equally in terms of gender, but females had relatively lower P.I.
scores than males (0.86 vs. 1.14), suggesting that more female students registered for the college, but
did not attempt any units during the Fall 2013 term.
The P.I. scores for new White, African-American and Hispanic students suggest equity in access across
their respective ethnic groups. Asian students, who account for 6% of the new student population
yielded disproportionately lower P.I. scores (0.55) than any other ethnic group. However, it is important
to keep in mind that the actual number of students who comprise this low statistic is relatively low.
In terms of age, all of the students’ P.I. scores were above the target 0.80. However, 61% of the new
students at LATTC were between 18 and 24 years of age, yet the percentage of students in this age
group who did not attempt to complete any units was 70%, and yielded a P.I. score of 0.86. The
11
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
remaining 39% of students who were above 24 and below 18 all had P.I. scores that are above 1.00,
suggesting that students in the 18-24 age band may have some issues of inequity is access. Further
investigation may be warranted in order to identify the challenges that students in this age group may
have and work to improve access for this group of students who make up the majority age-group of new
enrollees at LATTC.
Students Attempting and Completing Units
Attempting and Completing Rate – The percent of new Fall 2013 students attempting and completing at least one
unit during the Fall 2013 semester.
Attempting ZERO Units – Students in this category were new in Fall 2013 and did not complete any units.
Source: Student population & Attempting Zero Units population from DEC_IRDS_RDB.
Students Attempting and Completing Units
The rates for completion of units attempted across all subgroups of students at LATTC suggest that there
is overall equity in access for the college. With the exception of African-American students, who
represent 26% of the students attempting units and 22% of students completing units (proportionality
index score is 0.85), the rest of the student subgroups have proportionality index scores of 0.97 and
higher.
There are marginal differences between the P.I. scores across gender, ethnicity and age. Female
students have slightly higher P.I. scores (1.03) than males (0.98). Also, there are marginal differences
between the various age groups, with students under 25 years of age yielding P.I. scores that are above
12
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
1.0 (vs. students who are over 25 having PI scores as low as 0.97), as well as across the various ethnic
groups, with students in the “White”, “other” and “unknown’ categories having scores that are above
1.10 while Hispanic and Asian students’ P.I. scores are above 1.00
Overall, the vast majority of the students at LATTC are successfully completing the units they
have attempted, as none of the target populations’ data produced P.I, scores that are below
0.85, thus revealing an overall equity in access for all students at LATTC.
A. 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.
All
>=1.0 At or above Equity;
Fall 2013 Credit
Students
15 years & older
Total*
Number of
Students
0.8 - <1.0 Almost at Equity; %
%
Number of Distribution
Distribution
Course
Courses
of Courses
Of Students Success Rate
Enrolled
Enrolled
<0.8 Below Equity
%
Number of
Courses
Completed
Distribution
of Courses Proportionality
Completed
Index
14,459
-
68%
35,648
100%
24,128
100%
-
GENDER
Female
Male
6,900
7,559
48%
52%
66%
69%
16,564
19,084
46%
54%
10,884
13,244
45%
55%
0.97
1.03
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
Unknown
3,918
840
8,059
817
183
642
27%
6%
56%
6%
1%
4%
60%
78%
70%
78%
68%
69%
10,424
1,911
19,434
1,733
470
1,676
29%
5%
55%
5%
1%
5%
6,291
1,486
13,513
1,359
321
1,158
26%
6%
56%
6%
1%
5%
0.89
1.15
1.03
1.16
1.01
1.02
ECONOMIC DISADVANTAGE (BOGG RECIPIENT)
Yes
9,417
65%
No
5,042
35%
68%
67%
26,189
9,459
73%
27%
17,823
6,305
74%
26%
1.01
0.98
DISABLED STUDENTS (DSPS)
Yes
928
No
13,531
6%
94%
65%
68%
2,702
32,946
8%
92%
1,756
22,372
7%
93%
0.96
1.00
FOSTER YOUTH
Yes
No
221
14,238
2%
98%
59%
68%
620
35,028
2%
98%
368
23,760
2%
98%
0.88
1.00
VETERANS
Yes
No
418
14,041
3%
97%
81%
67%
1,386
34,262
4%
96%
1,127
23,001
5%
95%
1.20
0.99
Courses Completed is based on grade of A, B, C, P.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
Foster Youth – Students that have reported being in the Foster Care System.
Veterans – Students that are reported as veterans in the DEC_SIS_RDB under Veteran 290.
Source: Fall 2013 student and course data obtained from DEC_IRDS_RDB. Foster and Veteran data obtained from
DEC_SIS_RDB.
13
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Course Completion for All Credit Courses
The proportionality scores for all target populations of students were calculated in terms of all
credit course completions and yielded overall satisfactory results. Nearly all of the subgroups
had near or above 1.00 proportionality index scores, with the exception of African American
and the Foster Youth students. While all of the students’ proportionality index scores were
above 0.96, the proportionality index scores for the African American students and the Foster
Youth students were 0.89 and 0.88, respectively.
Marginal differences were discovered between overall P.I. scores for the disabled (0.96 vs. 1.00
for non-disabled), as well as for females (0.97 vs. 1.03 for males). Similarly, the proportionality
analysis revealed that, students who are considered to be economically disadvantaged yielded
marginally higher scores for overall course completion than those students who are not
considered to be economically disadvantaged (1.01 vs. 0.98, respectively).
Overall, the findings in terms of course completion suggest that LATTC is equitable for all
populations of students. Furthermore, for some populations, including Veterans, Whites and
Asians, the yielded P.I. scores were above 1.15, suggesting that those student subgroups are
thriving beyond expectation.
14
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Academic
>=1.0 At or above Equity;
Fall 2013 Credit Students
15 years & older
Course
Success
Rate
0.8 - <1.0 Almost at Equity;
Number of
Courses
Enrolled
<0.8 Below Equity
% Distribution Number of
of Courses
Courses
Enrolled
Completed
% Distribution
of Courses
Completed
Proportionality
Index
Total*
64%
12,308
35%
7,918
33%
-
GENDER
Female
Male
64%
65%
7,308
5,000
59%
41%
4,651
3,267
59%
41%
0.99
1.02
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
Unknown
58%
74%
66%
78%
62%
66%
3,481
519
7,240
364
151
553
28%
4%
59%
3%
1%
4%
2,020
383
4,775
283
94
363
26%
5%
60%
4%
1%
5%
0.90
1.15
1.03
1.21
0.97
1.02
ECONOMIC DISADVANTAGE (BOGG RECIPIENT)
Yes
63%
3,067
No
65%
9,241
25%
75%
1,931
5,987
24%
76%
0.98
1.01
DISABLED STUDENTS (DSPS)
Yes
62%
No
65%
803
11,505
7%
93%
496
7,422
6%
94%
0.96
1.00
FOSTER YOUTH
Yes
No
260
12,048
2%
98%
140
7,778
2%
98%
0.84
1.00
54%
65%
VETERANS
Yes
74%
232
2%
171
2%
1.15
No
64%
12,076
98%
7,747
98%
1.00
Courses Completed is based on grade of A, B, C, P.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
Foster Youth – Students that have reported being in the Foster Care System.
Veterans – Students that are reported as veterans in the DEC_SIS_RDB under Veteran 290.
Source: Fall 2013 student and course data obtained from DEC_IRDS_RDB. Foster and Veteran data obtained from
DEC_SIS_RDB.
15
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Course Completion for Academic Coursework
The proportionality analyses for completion of academic coursework yielded index scores that
were above the target 0.80 for all of the student subgroups. In fact, with the exception of
Foster Youth students (whose P.I. score was 0.84), the remaining subgroups of students had P.I.
scores of 0.90 or higher, suggesting that there is overall equity in terms of completion of
academic coursework at LATTC.
Basic Skills
>=1.0 At or above Equity;
Fall 2013 Credit Students
15 years & older
Course
Success
Rate
0.8 - <1.0 Almost at Equity;
Number of
Courses
Enrolled
<0.8 Below Equity
% Distribution Number of
of Courses
Courses
Enrolled
Completed
% Distribution
of Courses
Completed
Proportionality
Index
Total*
53%
3,489
10%
1,833
8%
-
GENDER
Female
Male
52%
53%
2,023
1,466
58%
42%
1,060
773
58%
42%
1.00
1.00
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
Unknown
43%
59%
58%
63%
57%
49%
1,157
86
1,994
60
35
157
33%
2%
57%
2%
1%
4%
494
51
1,153
38
20
77
27%
3%
63%
2%
1%
4%
0.81
1.13
1.10
1.21
1.09
0.93
ECONOMIC DISADVANTAGE (BOGG RECIPIENT)
Yes
54%
2,587
No
49%
902
74%
26%
1,391
442
76%
24%
1.02
0.93
DISABLED STUDENTS (DSPS)
Yes
50%
No
53%
422
3,067
12%
88%
210
1,623
11%
89%
0.95
1.01
FOSTER YOUTH
Yes
No
66
3,423
2%
98%
27
1,806
1%
99%
0.78
1.00
41%
53%
VETERANS
Yes
71%
76
2%
54
3%
1.35
No
52%
3,413
98%
1,779
97%
0.99
Courses Completed is based on grade of A, B, C, P.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
Foster Youth – Students that have reported being in the Foster Care System.
Veterans – Students that are reported as veterans in the DEC_SIS_RDB under Veteran 290.
16
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Source: Fall 2013 student and course data obtained from DEC_IRDS_RDB. Foster and Veteran data obtained from
DEC_SIS_RDB.
Course Completion for Basic Skills Courses
The proportionality analyses for completion of academic coursework yielded index scores that
were above the target 0.80 for all of the student subgroups with the exception of Foster Youth
students, whose P.I. score was .78. Additionally, data for African American students produced a
P.I. score of 0.81. Unlike the total of 27 Foster Youth students who exhibited inequity in terms
of Basic Skills course completion, the number of African American students who yielded a
relatively low P.I. score was 494. Although the remaining subgroups of students had P.I. scores
of 0.93 or higher, the findings regarding the African American students, along with the Foster
Youth students, have prompted discussions regarding developing and implementing effective
strategies for improvement in order to ensure equity for basic skills course completion for all
students across all of the subgroups at LATTC.
Vocational
17
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
>=1.0 At or above Equity;
Fall 2013 Credit Students
15 years & older
Course
Success
Rate
0.8 - <1.0 Almost at Equity;
Number of
Courses
Enrolled
<0.8 Below Equity
% Distribution Number of
of Courses
Courses
Enrolled
Completed
% Distribution
of Courses
Completed
Proportionality
Index
Total*
72%
19,851
56%
14,377
60%
-
GENDER
Female
Male
72%
73%
7,233
12,618
36%
64%
5,173
9,204
36%
64%
0.99
1.01
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
Unknown
65%
81%
74%
79%
73%
74%
5,786
1,306
10,200
1,309
284
966
29%
7%
51%
7%
1%
5%
3,777
1,052
7,585
1,038
207
718
26%
7%
53%
7%
1%
5%
0.90
1.11
1.03
1.09
1.01
1.03
ECONOMIC DISADVANTAGE (BOGG RECIPIENT)
Yes
73%
14,361
No
72%
5,490
72%
28%
10,445
3,932
73%
27%
1.00
0.99
DISABLED STUDENTS (DSPS)
Yes
6%
No
73%
1,477
18,374
7%
93%
1,050
13,327
7%
93%
0.98
1.00
FOSTER YOUTH
Yes
No
68%
72%
294
19,557
1%
99%
201
14,176
1%
99%
0.94
1.00
VETERANS
Yes
No
84%
72%
1,078
18,773
5%
95%
902
13,475
6%
94%
1.16
0.99
Courses Completed is based on grade of A, B, C, P.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
Foster Youth – Students that have reported being in the Foster Care System.
Veterans – Students that are reported as veterans in the DEC_SIS_RDB under Veteran 290.
Source: Fall 2013 student and course data obtained from DEC_IRDS_RDB. Foster and Veteran data obtained from
DEC_SIS_RDB.
Course Completion for Vocational Courses
The proportionality analyses for completion of vocational coursework yielded index scores that
were well above the target 0.80 for all of the student subsamples. In fact, the lowest P.I. score
for any of the student subgroups was for the African American students (0.90), followed by the
18
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Foster Youth’s P.I. score of 0.94. These findings suggest that LATTC is meeting the expected
equity standards for all of the students in terms of course completion in vocational programs.
Probation Students
>=1.0 At or above Equity;
Fall 2013 Students
NonProbation
Rate
0.8 - <1.0 Almost at Equity;
Number of % Distribution
Fall 2013
of Fall 2013
Students
Students
<0.8 Below Equity
Number of
Probation
Students
% Distribution of
Probation
Students
Proportionality
Index
Total*
94%
13,106
-
822
-
-
GENDER
Female
Male
94%
94%
6,165
6,941
47%
53%
377
445
46%
54%
1.03
0.98
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
91%
98%
94%
97%
97%
3,259
694
7,722
813
124
25%
5%
59%
6%
1%
292
14
463
22
4
36%
2%
56%
3%
0%
0.70
3.11
1.05
2.32
1.94
AGE
<18
100%
126
1%
0%
18-24
93%
5,523
42%
389
47%
0.89
25-34
94%
3,919
30%
243
30%
1.01
>35
95%
3,538
27%
190
23%
1.17
Probation Students – Any student who, after enrollment in 12 units, falls under Academic Probation (accumulated
GPA less than 2.0), Progress Probation (the percentage of all units in which the student has enrolled for which
entries of "W," "I," and "NC" are recorded reaches or exceeds fifty percent), or is subject to Dismissal (on either
type of probation for 3 consecutive semesters).
Please note that the total number of Fall students in the Probation table does not match the number of Fall
students in the “All” table of this section. This is due to students in the Probation table being selected based on
the number of Active Units in Fall 2013, this selection criteria eliminates students who may have dropped all
classes with a “W”.
Source: Student population DEC_IRDS_RDB & Probation data from DEC_SIS_RDB.
Distribution of Probationary Students
The proportionality analyses of probationary students revealed that a disproportionate number
of African American students are in a probationary status. African American students
represent 25% of students who enrolled during the Fall 2013 term, but they comprise 36% of
the students who are on probation, producing a proportionality index of 0.70. This finding,
along with results of the previously discussed analyses for determining equity in course
completion indicate an overall disparity in equity in course completion among the African
American students and further investigations into this matter are in progress.
19
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Students who are in the 18-24 age group, followed by students who are male, produced the
next two lowest P.I. scores of 0.89 and 0.98, respectively, while the rest of the students
subgroups had P.I.s that were above 1.00, suggesting that the primary area for concern are the
African American students. Plans to disaggregate data for African American students in order
to examine the function of age and gender are also underway and the possibility that the lower
P.I. scores for the 18-24 age group and for males may also be better explained after upon doing
so.
20
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
B. 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 compared to the number of those students who complete such a final course.
ESL – Students who attempted a course designated at “levels below transfer” in ESL and successfully
completed a college-level ESL course or college-level English course within six years.
>=1.0 At or above Equity;
2007-08 to 2012-13
Cohort
ESL Completion
Rate
0.8 - <1.0 Almost at Equity;
<0.8 Below Equity
Number in % Distribution
Number
% Distribution of
Proportionality
the Cohort
of Cohort Completing ESL Completing ESL Group
Index
Total
8%
139
100%
11
100%
-
GENDER
Female
Male
9%
7%
82
57
59%
41%
7
4
64%
36%
1.08
0.89
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Unknown
19%
0%
5%
50%
25%
16
15
98
2
8
12%
11%
71%
1%
6%
3
5
1
2
27%
0%
45%
9%
18%
2.37
0.00
0.64
6.32
3.16
ECONOMIC DISADVANTAGE
Yes
9%
No
6%
92
47
66%
34%
8
3
73%
27%
1.10
0.81
DISABLED STUDENTS (DSPS)
Yes
11%
No
7%
18
121
13%
87%
2
9
18%
82%
1.40
0.94
20
25
26
68
14%
18%
19%
49%
2
4
2
3
18%
36%
18%
27%
1.26
2.02
0.97
0.56
AGE
<18
18-24
25-34
>35
10%
16%
8%
4%
-
Economically Disadvantaged - Students are designated as “Economically Disadvantaged” if they meet any of the
following criteria: SB26 – WIA status, SC01 – CalWORKs eligibility status, SF21 – Financial Aid award type where the
award is a BOGW or a Pell Grant, SV03 – VTEA economically disadvantage status, SB00 – Student reported an SSN
and there was a match with the Department of Social Services.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
Source: Source: CCCCO Data on Demand, ARCC 2014 Scorecard, 2007-2008 Cohort, 6-year period.
Course Completion for ESL Courses
The proportionality analyses for ESL course completion revealed that Hispanic students are at
the greatest risk of inequity for ESL completion, particularly if they are older, males and are not
considered to be economically disadvantaged or disabled. However, given the fact that the
entire Hispanic cohort of ESL students for the Fall 2013 term was 99 and the analyses was
conducted with data from the 5 Hispanic students who completed their ESL coursework within
21
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
the selected timeframe, it is difficult to meaningfully draw conclusions about equity in this area.
Nevertheless, since the students from all other applicable ethnic groups produced P.I. scores
that ranged from 2.37-6.32, it may be worthwhile considering to focus on Hispanic male
students as the primary target for improvement strategies regarding student equity in ESL
course completions.
Basic Skills English – Students who attempted a course designated at “levels below transfer”
in English and successfully completed a college-level course in English within six years.
>=1.0 At or above Equity;
Basic Skills
2007-08 to 2012-13
English
Cohort
Completion Rate
0.8 - <1.0 Almost at Equity;
Number
Number in % Distribution Completing Basic
the Cohort
of Cohort
Skills English
<0.8 Below Equity
% Distribution of
Completing Basic Proportionality
Skills English
Index
Total
21%
1,859
100%
398
100%
-
GENDER
Female
Male
23%
19%
1,117
742
60%
40%
258
140
65%
35%
1.08
0.88
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
Unknown
16%
29%
25%
32%
9%
25%
787
82
883
31
11
65
42%
4%
47%
2%
1%
3%
127
24
220
10
1
16
32%
6%
55%
3%
0%
4%
0.75
1.37
1.16
1.51
0.42
1.15
ECONOMIC DISADVANTAGE
Yes
21%
No
22%
1,487
372
80%
20%
316
82
79%
21%
0.99
1.03
DISABLED STUDENTS (DSPS)
Yes
14%
No
22%
185
1,674
10%
90%
26
372
7%
93%
0.66
1.04
AGE
<18
18-24
25-34
>35
108
1,042
369
340
6%
56%
20%
18%
32
234
72
60
8%
59%
18%
15%
1.38
1.05
0.91
0.82
30%
22%
20%
18%
Economically Disadvantaged - Students are designated as “Economically Disadvantaged” if they meet any of the
following criteria: SB26 – WIA status, SC01 – CalWORKs eligibility status, SF21 – Financial Aid award type where the
award is a BOGW or a Pell Grant, SV03 – VTEA economically disadvantage status, SB00 – Student reported an SSN
and there was a match with the Department of Social Services.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
Source: Source: CCCCO Data on Demand, ARCC 2014 Scorecard, 2007-2008 Cohort, 6-year period.
22
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Course Completion for Basic Skills English Courses
The proportionality analyses for Basic Skills English courses revealed that based on the
distribution of completers among the various student populations students with disabilities also
were shown to have significantly lower P.I. scores (0.66). Also, the analyses revealed that
African American students were at greater risk for inequity in this area, with a P.I. score of 0.75.
Furthermore, age and gender were also found to be risk factors for inequity, suggesting that
age increases produce greater inequity and that males had lower P.I. scores than the female
students (0.88 vs 1.08, respectively).
Basic Skills Math – Students who attempted a course designated at “levels below
transfer” in Math and successfully completed a college-level course in Math within six years.
>=1.0 At or above Equity;
2007-08 to 2012-13
Cohort
Basic Skills Math
Completion Rate
0.8 - <1.0 Almost at Equity;
<0.8 Below Equity
Number
% Distribution of
Number in % Distribution
Completing
Completing Basic Proportionality
the Cohort
of Cohort Basic Skills Math
Skills Math
Index
Total
8%
1,845
100%
139
100%
-
GENDER
Female
Male
7%
9%
1,103
742
60%
40%
75
64
54%
46%
0.90
1.14
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
Unknown
4%
8%
10%
15%
25%
5%
767
65
899
46
8
60
42%
4%
49%
2%
0%
3%
31
5
91
7
2
3
22%
4%
65%
5%
1%
2%
0.54
1.02
1.34
2.02
3.32
0.66
ECONOMIC DISADVANTAGE
Yes
7%
No
11%
1,519
326
82%
18%
103
36
74%
26%
0.90
1.47
DISABLED STUDENTS (DSPS)
Yes
4%
No
8%
222
1,623
12%
88%
8
131
6%
94%
0.48
1.07
AGE
<18
18-24
25-34
>35
66
1,009
402
368
4%
55%
22%
20%
12
84
24
19
9%
60%
17%
14%
2.41
1.11
0.79
0.69
18%
8%
6%
5%
Economically Disadvantaged - Students are designated as “Economically Disadvantaged” if they meet any of the
following criteria: SB26 – WIA status, SC01 – CalWORKs eligibility status, SF21 – Financial Aid award type where the
award is a BOGW or a Pell Grant, SV03 – VTEA economically disadvantage status, SB00 – Student reported an SSN
and there was a match with the Department of Social Services.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
23
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Source: Source: CCCCO Data on Demand, ARCC 2014 Scorecard, 2007-2008 Cohort, 6-year period.
Course Completion for Basic Skills Math Courses
The proportionality analyses for Basic Skills Math courses revealed that based on the
distribution of completers among the various student populations, students with disabilities
produced significantly lower P.I. scores (0.48). Also, the analyses revealed that African
American students were at a greater risk for inequity in this area, with a P.I. score of 0.54,
which has been the lowest score across any of the comparisons for this population of students
at LATTC. Furthermore, age and gender were also found to be risk factors for inequity,
suggesting that increasing age produced greater inequity and that unlike in Basic Skills English,
males had higher P.I. scores than the female students in Basic Skills Math course completions
(1.14 vs. 0.90, respectively).
The analyses further reinforced the notion that African American students are at an overall
inequity, particularly in Basic Skills Math and English coursework, as are students with
disabilities. Students who are older than 25 and especially if they are over 35 years of age may
have difficulty with overall course completion, based on the proportionality index scores, the
older students who are in Basic Skills Math courses are at a particularly more serious
disadvantage than their peers who are attempting to complete other coursework.
24
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
C. 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.
DEGREE and CERTIFICATE COMPLETION
>=1.0 At or above Equity;
0.8 - <1.0 Almost at Equity; Number of
<0.8 Below Equity
Unprepared
Number in % Distribution Unprepared
% Distribution of
2007-08 to 2012-13 Student Award Unprepared of Unprepared
Receiving Unprepared Students Proportionality
Unprepared Cohort
Rate
Cohort
Cohort
Award
Receiving Awards
Index
Total
16%
1,053
100%
170
100%
-
GENDER
Female
Male
17%
16%
567
486
54%
46%
94
76
55%
45%
1.03
0.97
RACE/ETHNICITY
African-American
Asian
Hispanic
White
Other
Unknown
11%
27%
18%
40%
17%
23%
325
41
615
5
41
26
31%
4%
58%
0%
4%
2%
36
11
108
2
7
6
21%
6%
64%
1%
4%
4%
0.69
1.66
1.09
2.48
1.06
1.43
ECONOMIC DISADVANTAGE
Yes
17%
No
11%
947
106
90%
10%
158
12
93%
7%
1.03
0.70
DISABLED STUDENTS (DSPS)
Yes
17%
No
16%
107
946
10%
90%
18
152
11%
89%
1.04
1.00
AGE
<18
18-24
25-34
>35
507
113
283
150
48%
11%
27%
14%
80
26
31
33
47%
15%
18%
19%
0.98
1.43
0.68
1.36
16%
23%
11%
22%
Unprepared Student – Student’s lowest course attempted in Math and/or English was remedial level.
Economically Disadvantaged - Students are designated as “Economically Disadvantaged” if they meet any of the
following criteria: SB26 – WIA status, SC01 – CalWORKs eligibility status, SF21 – Financial Aid award type where the
award is a BOGW or a Pell Grant, SV03 – VTEA economically disadvantage status, SB00 – Student reported an SSN
and there was a match with the Department of Social Services.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
Source: CCCCO Data on Demand, ARCC 2014 Scorecard, 2007-2008 Cohort, 6-year period.
Degree and Certificate Completion
The proportionality analyses for Degree and Certificate Completion yielded results that were
near or above the expected 1.00 level across all student populations, with the exception of
25
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
African Americans, students who were not considered to be at an economic disadvantage, as
well as students who were in the 25-34 years of age group.
As previously noted, the overall low P.I. scores for African American students has prompted
many discussions for identifying challenges that contribute to the lack of equity across the
various measures. Additionally there are plans to disaggregate data for African American
students to determine the relationship of this group’s inequity issues with other overlapping
factors, such as gender or age, in order to gain a better perspective of the issue at hand.
It was, however, unexpected to find that students who are not considered to be economically
disadvantaged had lower P.I. scores than the students who are experiencing financial hardship.
There may be further interaction between this group and the 25-34 years of age group, as both
factors may share root challenges that prevent successful advancement of education among
students who are attempting but not completing their degrees and certificate programs.
Findings have prompted further investigation into the risk factors and their interactions that are
at play and contribute to decreased equity in degree and certificate completion among some of
the students at LATTC.
26
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
D. 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.
TRANSFER
Methodology: Equity Index = % Transfer Students (within 6 years) / Transfer Velocity 2007-2008 Cohort
Transfer Velocity Cohort: First time freshmen students who have completed 12 credit units and attempted a
transfer level math or English course.
Disabled Students (DSPS) – Students that have reported any type of primary and/or secondary disability are coded
“Yes”, students without disability are coded “No”.
Source: CCCCO Data on Demand, Transfer Velocity, ARCC 2.0 2007-2008 Cohorts, 6-year period.
27
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
CAMPUS-BASED RESEARCH
Proportionality Analyses for Transfer
The overall proportion of students who have attempted to transfer college-level courses in
Mathematics or English are above the target 0.80. This P.I. score suggests that, with the
exception of the disabled students, the college is meeting its expected target and often
surpassing it for most student subgroups. The total number of disabled students in the velocity
cohort that are included in the analysis is 25, with only 2 students transferring, hence the 0.29
P.I. index score.
It is worthwhile to note the stark contrast among the students across the various age groups,
with the under 18 years of age students representing 50% of the population and boasting P.I.
scores of 1.80, whereas students who are older, particularly the 18-24 age group (18%) yielded
P.I. scores that are 0.64 and less as the age increases. This finding suggests that the younger
students at LATTC’s transfer velocity cohort are successfully progressing while students who are
older are struggling and that among those students who are older, some may belong to other
groups that are experiencing greater challenges (e.g. older disable students, etc.). Overall, in
terms of gender and race/ethnicity, LATTC’s transfer velocity cohort is meeting expected equity
standards, but disabled students and those who are older are yielding rates that suggest there
may be some challenges for them and further evaluations are warranted.
28
Goals and Activities
29
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
GOALS AND ACTIVITIES
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 serve”
COLLEGE ANALYSIS: Based on campus research Asian and White students are below equity based on the proportionality index. For students attempting zero
units, African American (11) and Other (2) students are below equity, although the n is small in each group.
GOAL A: To decrease the equity gaps for the target student groups.
Activity
Expected Outcome
Lead Adm (LA) &
Target Date Source/Alignment
Responsible Person (RP)
1. Review and revise LATTC outreach plan.
Outreach activities implemented in key
feeder areas (HS, CBOs, etc.)
LA: VPSS
RP: Dean of SS
March 2015
Educational Master Plan (EMP)
Strategic Priority (SP)#3
2. Disseminate and evaluate assessment
instrument and placement tools policies
and procedures.
Approved policies in place, evaluation
mechanism and timeline established.
LA: VPI & VP SS
RP: Ed Policies & S Success
Committee
March 2015
EMP SP#2, Program
Review
3. Review and revise course scheduling.
Two year schedule; set time blocks and
procedure to monitor it.
LA: VPI
RP: Pathway Coord, Dept
Chairs, Deans
March 2015
EMP SP#1, Program
Review
4. Focus groups with students to identify
barriers to enrollment and registration.
Identify and pilot one strategy.
LA: VPSS, VPI, DofIE
RP: S Success Committee
June 2015
Student Success
Committee Goals 201415; SSSP
5. Promoting Academic Connections as a
viable option for students in transition.
Clear marketing materials explaining
LA: VPI
sequence from non- credit and basic skills to RP: Dean AA, SS Committee
credit program.
June 2015
EMP SP#1, SP#2 and
SP#3, Student Success
Committee
6. Implementation of SSSP onboarding for all All students complete onboarding process
student groups.
prior to priority registration deadline and
track/follow-up on those that have not
completed the steps.
LA: VPSS
RP: Deans of SS, S Success
Committee
June 2015
SSSP plan, Student
Success Committee Goals
2014-15; EMP SP#2 and
SP#3
7. Integration of SSSP services and college
process for categorical programs.
RP: Deans of SS, S Success
Committee
LA: VPSS
June 2015
SSSP plan, EMP SP#2
Seamless matriculation process for all
students.
30
District: Los Angeles Community College District
B.
College: Los Angeles Trade-Technical College
GOALS AND ACTIVITIES
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”
COLLEGE ANALYSIS: Based on campus research there are no substantial gaps for given population groups. The only group that is slightly below equity based on
the proportionality index is success of foster youth students enrolled in basic skill courses (49 students). At the same time we do not meet our institutional set
standard on course success rate of 70%. LATTC data indicates that African American and DSPS students are disproportionately represented on probation.
GOAL B: To decrease the equity gaps for the target student groups.
Activity
Expected Outcome
1. Monitor Course Completion rates
(Institutional Set Standard) on a regular
basis.
Monitoring tool developed for college-wide LA: S Success Committee Adm May 2015
use.
Co-chair
RP: S Success Committee
Student Success
Committee Goal 201415
2. Review assessment cut-off scores.
Review and revise as necessary assessment LA: VPI & Dean of IE
cut-off scores.
RP: Dean of IE, Dean of
Math/Eng, AcadConnect
June 2015
Student Success;
Program Review; SSSP
3. Compile data for prerequisites impact
analysis.
Data on student success and prerequisites.
LA: VPI/Dean of IE
RP: Dean of IE & Curriculum
committee chair, dean, Curric
Comm members
June 2015
Student Success;
Program Review; SSSP; Title
5
4. Identify, develop, and pilot strategies for
students on academic and/or progress
probation and financial aid dismissal
including African American students and
DSPS students.
5. Pilot student focus groups and conduct
student survey to identify factors that
impact course completion.
Strategies piloted.
LA: VPSS
RP: Counselors, Student
Success Committee, VPSS
May 2015
Financial Aid, SSSP,
Counselors
Data analyzed.
LA: Dean of IE
RP: Dean of IE, ASO
June 2015
Days of Dialogue,
Accreditation
LA: All VPs
RP: Academic Senate,
FSD committee, VPI
June 2015
AFT/Academic
Senate/ Compliance with
LACCD/State/Federal
Requirements
6. Provide faculty and support staff
One session per term held for faculty and
professional development activities related staff development.
to special populations, new teaching and
learning and support strategies given the
college’s diverse population.
Lead Adm (LA) &
Target Date Source/Alignment
Responsible Person (RP)
31
District: Los Angeles Community College District
C.
College: Los Angeles Trade-Technical College
GOALS AND ACTIVITIES
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”
COLLEGE ANALYSIS: Based on campus research the following groups are below equity based on the proportionality index in ESL course progression: Asian (15),
Hispanic and students > 35 years old. For Basic Skills English, African American, other (11) students and DSPS students are succeeding at lower rates. For Basic
Skills Math: African American, unknown students, DSPS students and students 25-34 years old and >35 years of age have lower success rates.
GOAL C: To decrease the equity gaps for the target student groups.
Activity
Expected Outcome
1. Monitor Basic Skill progression rates on regular basis.
Target Date
Source/Alignment
LA: S Success Admin Co- Chair
RP: S Success Committee
LA: VPI, Dean of IE
RP: Dean of IE, Math/English,
Acad Connect Dean
LA: VPI
RP: Faculty (Math, Eng, Acad
Connection, Curriculum
committee
May 2015
Basic Skills Plan
March 2015
Basic Skills Plan
February 2015
Basic Skills Plan; PACTS
model
Lead Adm (LA) &
Responsible Person (RP)
2. Provide Faculty that teach BS training on Basic Skill
Cohort Tracker tool.
Monitoring tool developed
for college- wide use.
Identify the gaps in leaking
point.
3. Crosswalk, outline, and communicate entry and exit
course competencies for Basic Skills courses based on
CB 21 rubrics provided by the CCCCO.
Alignment and
communication of
competencies and courses.
4. Review and update MIS Course Identifier codes (e.g.
CB-21).
All MIS codes are correct,
and procedure in place to
monitor.
Approved policies in place,
evaluation mechanism and
timeline established.
LA: VPI
RP: Dean of IE, Curric
committee, Curric Dean
LA: VPI, VPSS
RP: Ed Policies, S Success
Committee,
December
2014
Basic Skills Plan
March 2015
Program Review
Two year schedule; set time
blocks and procedure to
monitor it.
Strategies piloted.
LA: VPI
RP: Pathway Coordinators/
Department Chairs, Deans
LA: VPI, VPSS, Dean of IE
RP: Student Success
Committee
LA: All VP’s
RP: Academic Senate, FSD
committee, VP of Instruction
March 2015
Program Review
June 2015
Student Success
Committee Goals 201415; SSSP
June 2015
Educational and Strategic
Master Plan, AFT Faculty
and Staff Professional
Development; Faculty
Development Committee
5. Evaluate assessment and placement instruments,
policies and procedures.
6. Review and revise course scheduling.
7. Identify and pilot one culturally sensitive follow-up
strategy based on student focus group.
8. Provide Faculty and Support staff professional
development activities related to special populations,
andragogy, new teaching and learning and support
strategies given the diverse population we serve.
Cultural sensitivity.
Once session per term held
for faculty and staff
development.
32
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
GOALS AND ACTIVITIES
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”
COLLEGE ANALYSIS: Based on the proportionality index the following student groups are below equity on Degree and Certificate Completion: African American,
non-economically disadvantaged and those between the ages of 25 and 34.
GOAL D: To decrease the equity gaps for the target student groups and increase overall degree completion rates.
Activity
Expected Outcome
Lead Admin (LA)
Responsible Person (RP)
Target Date
Source/Alignment
1. Expand student support and faculty
mentoring services (e.g. UMOJA).
Increased success rates of
African American Students.
June 2015
EMP SP #4
2. Conduct student focus groups.
Identify and pilot one strategy.
LA: VPSS
RP: Counseling, Umoja
Coordinator
LA: VPSS, VPI, IE Dean
RP: S Success Committee
June 2015
3. Integrate SSSP on-boarding efforts with
Pathway strategies.
Seamless orientation and preparation
to college, pathway and program of
study.
May 2015
4. Expand Department and Pathway
Counseling & classroom faculty
collaborative strategies.
Identify best practices bring to the
scale.
June 2015
EMP SP# 1 and SP2
5. Establish campaign promoting campus
awareness on financial aid/ other services.
6. Develop and pilot strategies to increase
math and English assessment and
competencies for students in pathways.
Increased student awareness and
utilization of available resources.
Increase number of students who
assess, enroll and successfully
complete Math and English courses in
the pathways.
Pilot “cohort” plans general education
courses in pathways.
LA: VPSS, VPI
RP: S Success Committee,
Pathway Counselors, Dept Chairs,
Deans
LA: VPSS, VPI
RP: S Success Committee,
Pathway Counselors, Dept Chairs,
Deans
LA: VPSS
RP: Fin Aid Manager, SS Dean
LA: VPI, IE Dean
RP: Pathway Deans, Chairs
SSC Goals 2014-15; SSSP,
EMP SP #2, ATD
Student Success Committee
Goals 2014-15; SSSP, EMP
SP#3
February
2015
June 2015
EMP SP #2
LA: VPI, IE Dean
RP: Pathway Chairs, Deans
Counselors, Dept Chairs,
LA: VPI, IE Dean
RP: Faculty, Dept Chairs, Deans
LA: VPI, IE Dean
March 2015
EMP SP#1, Program Review
June 2015
Accreditation Standards 1B
and 2A, Program Review
Accreditation Standards 1B
and 2A, Program Review
7. Review, recommend and revise course
scheduling – within the pathway.
8. Review and revise PLOs and their alignment
with industry.
9. Review and revise curriculum maps for PLO
& SLO alignment.
Reflection and revision of
PLOs.
Reflection on SLO/Courses and
revision.
RP: Dept Chairs, Faculty,
Deans
June 2015
EMP SP#1, Achieving the
Dream Plan
33
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
GOALS AND ACTIVITIES
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”
COLLEGE ANALYSIS: Based on the proportionality index DSPS students and all student groups over the age of 18 are below equity in transfer.
GOAL E: To decrease the equity gaps for the target student groups.
Activity
Expected Outcome
Lead Admin (LA)
Target Date Source/Alignment
Responsible Person (RP)
1.
2.
3.
4.
Expand student support and faculty
mentoring
Conduct student focus groups
Increase the success rates of students
over 18 years old.
Identify and pilot one strategy.
Integrate SSSP on-boarding efforts with
Pathway strategies
Seamless orientation and preparation to
college, pathway and program of study
Expand Department and Pathway
Counseling & classroom faculty
collaborative strategies
5. Establish campaign promoting campus
awareness on financial aid /other
services
6. Develop and pilot strategies to increase
math and English assessment and
competencies for students in pathways
7. Review, recommend and revise course
scheduling – for transfer in pathways
(directed choices)
8. Review and revise GELOs/PLOs and their
alignment with 4-year institution
requirement
9. Review and revise curriculum maps for
GELO/PLO & SLO alignment
10. Launch Transfer-focused pathway
(Liberal Arts and Sciences Pathway
Launched)
11. Increase student support in career
exploration and decision-making
12. Promote LATTC as a transfer institution.
Identify best practices bring to the scale
Increased student awareness and
utilization of available resources.
Increase number of students who assess,
enroll and successfully complete Math and
English courses in the pathways.
Pilot directed general education courses in
pathways.
Reflection on PLOs and revision.
Revision on SLOs and courses in programs
Pathway launched; a two-year transfer
schedule published
Delivery of integrated services from
Student Services and Academic Affairs
Increase marketing materials
LA: VPSS, VPI
RP: Faculty, Deans
LA: VPSS, VPI, IE Dean
RP: S Success Committee
LA: VPSS, VPI
RP: S Success Committee, Pathway
Counselors, Dept. Chairs, Deans
LA: VPSS, VPI
RP: S Success Committee, Pathway
Counselors, Dept. Chairs, Deans
LA: VPSS
RP: Fin Aid Director, Dean
June 2015
EMP SP#4
June 2015
June 2015
SSC Goals 2014-15; SSSP,
EMP SP #2, ATD
Student Success
Committee Goals 201415; SSSP, EMP SP#3,
EMP SP#1 & SP#2
February 2015
EMP SP #2
LA: VPSS, VPI, IE Dean
RP: Pathway Deans, Chairs
June 2015
EMP SP #2
LA: VPI
RP: Pathway Chairs and
Counselors/Dept Chairs, Deans
LA: VPI, IE Dean
RP: Dept Chairs, Faculty, Deans
June 2015
EMP SP#1, Program
Review
June 2015
Accreditation Standards
1B and 2A, PR
LA: VPI, IE Dean
RP: Dept Chairs, Faculty, Deans
LA: VPI, IE Dean
RP: Dept Chairs, Faculty, Deans
June 2015
June 2015
Accreditation Standards
1B and 2A, PR
EMP SP#1
LA: VPSS
RP: Deans, AJCC
LA: VPI
RP: Public Relations
June 2015
EMP SP#1
May 2015
June 2015
34
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
Activity
GOALS AND ACTIVITIES
Expected Outcome
Lead Admin (LA)
Responsible Person (RP)
13. Review DSPS program services and
barriers for students to transfer.
Identify strategies and programmatic
changes for assisting students
LA: VPSS
RP: DSPS Coordinator, Dean
Target Date
Source/Alignment
June 2015
EMP #2
35
Budget
36
District: Los Angeles Community College District
College: Los Angeles Trade-Technical College
SOURCES OF FUNDING
Student success is an institutional commitment at LATTC. The college’s reform to positively
transform the student college experience was incorporated as a main component of the
Strategic and Educational Master Plans. At the core of the plans is the framework for student
success: the Pathways for Academic, Career and Transfer Success (PACTS). Thus, all student
success efforts initiated within the past years have been guided by the PACTS model. This
model is comprised of up to four distinct tiers, representing competencies students attain to
reach key milestones in the completion of their unique college and career goal(s).
Through PACTS, the college is “reinventing itself,” and positive factors contributing to the
college’s success efforts are the direct result of the transition into the pathways. Within the last
academic year the college began a complete reorganization into the tier system. Through this
model the college has also been able to align the new SSSP and Student Equity Plan
requirements with the organizational changes occurring as a result of PACTS.
The goals and activities outlined in the Student Equity Plan have been strategically intertwined
within the already existing goals of the SSSP and PACTS. Thus, in order to successfully
implement the various activities associated the goals; the college will use existing resources by
shifting emphasis in some programs and/or activities already under way. The main budget
funding sources (internal and external) are:





Categorical funding.
General fund allocations.
Student Equity and SSSP funding allocations.
Grant funding.
Administrative support from Academic Affairs and Workforce Development,
Administrative Services, Institutional Effectiveness and Student Services.
Furthermore, integration of the Student Equity Plan into the College’s already existing planning
processes will be an institutional priority; thus the resource allocation and prioritization
processes will be used as mechanisms to request any further funds required.
37
Evaluation Schedule and Process
38
EVALUATION SCHEDULE AND PROCESS
A coordinated effort to eliminate duplicity of effort and to integrate the goals of other college plans
was an integral consideration in this planning process, as such; each activity has been aligned with
activities in existing college’s plans.
The activities outlined under each goal are accompanied by responsible person/groups and lead
administrator. The purpose of a Lead Administrator is to be the responsible accountable person
reporting key milestones and achievements through the existing governance structure and institutional
processes. In this role, they will be required to provide their reports in accordance with the specified
target dates.
The LATTC Student Success Committee is charged with monitoring the implementation of the plan. The
implementation plan is constructed from the list of goals and activities within the plan organized by the
administrative lead. The Student Success Committee adopted to have a standing agenda item at which
the admin leads will report out the progress of the implementation plan beginning January 2015.
This process will be evaluated in the Summer 2015.
39