Redwoods Community College District
Student Equity Plan
2014-17
STUDENT EQUITY PLAN
TableofContents
Executive Summary ........................................................................................................................................... 4
Equity Groups and Indicators .......................................................................................................................... 5
Goals and Activities ......................................................................................................................................... 6
Campus-Based Research ................................................................................................................................... 8
Overview & Indicator Definitions and Data .................................................................................................... 9
Disproportionate Impact ................................................................................................................................ 10
A. Access/Financial Need .......................................................................................................................... 11
B. Course Success and Completion (Retention) ........................................................................................ 15
C. ESL/Basic Skills Completion and Progression ..................................................................................... 17
D. Degree and Certificate Completion....................................................................................................... 22
E. Transfer ................................................................................................................................................. 23
F. Persistence ............................................................................................................................................. 25
Goals and Activities ......................................................................................................................................... 27
A. Student Success Indicator for Access/Financial Need .............................................................................. 28
B. Student Success Indicator for Course Success and Completion................................................................ 31
C. Student Success Indicator for ESL and Basic Skills Completion and Progression ................................... 33
D. Student Success Indicator for Degree and Certificate Completion ........................................................... 36
E. Student Success Indicator for Transfer ...................................................................................................... 38
Source of Funding ............................................................................................................................................ 39
Overview ........................................................................................................................................................ 40
Evaluation Schedule and Process ................................................................................................................... 41
Overview ........................................................................................................................................................ 42
Attachments ...................................................................................................................................................... 44
Attachment A. BP/AP 5300 Student Equity .................................................................................................. 45
Attachment B. Integrated Planning Model..................................................................................................... 48
Attachment C. Student Equity Annual Plan Progress Report 2013-14 .......................................................... 49
Attachment D. Summary of Student Equity Plan Goals/Outcomes 2014-17................................................ 52
Attachment E. Program Review Data template ............................................................................................. 54 2
Student Equity Plan
Signature Page
District Name: ___Redwoods Community College District_________________________________
Date of Board of Trustees Approval: __________________________________________________
Signature of College President: ______________________________________
Date: __________
Kathryn G. Smith
Signature of the Vice President,
Instruction and Student Development: _________________________________
Date: __________
Keith Snow-Flamer, Ph.D.
Signature of Academic Senate President: _______________________________ Date: __________
Dan Calderwood
Signature of Student Equity
Coordinator/Contact Person: _________________________________________ Date: __________
Tracey Thomas
3
Executive Summary
4
EXECUTIVE SUMMARY
The College of the Redwoods Student Equity Plan for 2014-17 identifies actions to improve district
success outcomes, particularly for students who have been historically underrepresented and
underserved. The Student Equity Plan has been created based on the planning actions in the Strategic
and Education Master Plans and the 2012-2017 Student Equity Plan. Equity planning at College of
the Redwoods reflects the College’s mission of putting student success first and its core values,
which include a diverse, nurturing, honest, and open environment as well as the economic and
intellectual development of the various communities we serve. Board Policy and Administrative
Procedure 5300 underscore the College’s commitment to diversity planning and student success.
Attachment A. BP/AP 5300 Student Equity
In response to the Student Success Act (SB 1456), this current Student Equity Plan has been
coordinated to align student outcomes and actions in the district’s Student Success and Support
Program Plan (SSSP) as well as the Basic Skills Plan for 2014-15. This alignment of goals ensures
that the district has identified strategies to monitor and address equity issues, makes efforts to
mitigate any disproportionate impact on student access and achievement, and efficiently allocates
college resources in budgeting and planning.
The goals of the Student Equity Plan are derived from institutional data on student success and
achievement indicators. The goals provide the vision and direction for specific planning actions.
These actions are then integrated into the College’s Annual Plan, which coordinates action planning
and implementation for all programs under a common theme (currently persistence) in order to unite
faculty and staff in working towards a common set of outcomes. Evidence of the Student Equity
Plan’s integration into the college planning processes is shown on the Integrated Planning Model
Attachment B. Integrated Planning Model
In addition to integrated planning, the Student Equity Plan Committee (SEPC) prepares an annual
year-end status report on progress made in narrowing the achievement gap for historically
underrepresented and underserved students. This Annual Plan Progress Report summarizes the
outcome of the equity planning initiatives identified by the SEPC at the beginning of the academic
year, drawn from the three-year plan. This report also includes related updates on equity actions that
are part of Instructional, Student Development and Administrative Services Program Review,
specifically program plans that demonstrate evidence of narrowing the achievement gap for
historically underrepresented student populations. Attachment C. Student Equity Annual Plan
Progress Report 2013-14
Equity Groups and Indicators
The goals/outcomes and actions/activities in this Student Equity Plan address disparities and/or
disproportionate impact in student success across disaggregated student equity groups including
gender, age, ethnicity, disability status, financial need, and foster youth status with specific actions
to address disproportionate impact whenever observed in the data. Student success is defined using
the Board of Governors “success indicators” that capture rates of access, course completion, English
as a Second Language (ESL) and Basic Skills completion, Degree and Certificate completion, and
transfers. Attachment D. Summary of Student Equity Plan Goals/Outcomes 2014-17
5
Goals and Activities
Access. To ensure that the distribution of students by equity subgroups enrolled in the College
reflects the percentage distribution of those groups in Redwoods Community College District, the
access goal for the Student Equity Plan 2014-17 is to increase enrollment of underrepresented
students, specifically Hispanic students throughout the District, but especially in the District’s
education centers and instructional sites, by creating welcoming campus atmospheres where all
students in the community feel supported, included, and valued by the College and each other. The
access goal was motivated by the finding that a smaller proportion of Hispanic students are served at
the Mendocino and Del Norte Campuses than live in those counties. Specific activities to meet this
goal include promoting and supporting the Student Multicultural Center at the Eureka campus, the
Innovation Training Center where staff and faculty can obtain and share up-to date information
regarding effective best-practices for serving underrepresented students, creating multicultural
centers at other district sites, offering course sections district wide that attract a diverse student
population, continuing the ongoing effort of college administrators to integrate the equity initiatives
with integrated and annual planning, developing a college website in Spanish, and implementing a
non-credit pathway at College of the Redwoods Del Norte including support for ESL placement and
articulation for ESL credit courses.
Course Completion. The goals for course completion are a) to increase the rate of successful course
completion (finishing the course with a grade of ‘C’ or higher) for African American students, b)
increase the percentage of first-time, full-time students who successfully complete a course to return
one semester later and take at least one more class, and c) increase the percentage of degree seeking
students who attend for three consecutive semesters. The course completion goal was motivated by
the finding that over the past three years, the rate of persistence of African Americans has been
disproportionately low compared to other groups. Specific actions include providing diversity
awareness in-service training on classroom dynamics, building a multicultural curriculum to increase
the retention and persistence of underrepresented students and developing an Innovation Training
Center that provides appropriate support for all employees, including making available multicultural
and diversity resources for faculty and staff.
ESL and Basic Skills Completion. The College’s goal is to increase the number of students who
complete a college level course after finishing the ESL or Basic Skills sequence, particularly
students of African American, Native American, and Hispanic ethnicity, students over 50 years of
age, and Foster Youth status students as the rates of ESL/BSI persistence for these equity subgroups
were lower compared over the last three years with reference groups. Actions planned to meet these
goals include implementing Early Alert intervention with at-risk and probationary students,
continued implementation of non-credit ESL and Basic Skills course pathways, ensuring accurate
and current Math, English and ESL placement, assessment, and service referral information
integrated with Student Success and Support Program Plan (SSSP), promoting outreach to ESL
students in all classes, and implementing strategies to improve Basic Skills progression for the
specific subgroups as indicated above.
Degree and Certificate Completion. The goal for degree and certificate completion is to increase the
percentage of students with declared education goals to complete their attempted degree or
certificate programs and/or transfer to a four-year institution, specifically for students of African
American and for students having a multi-ethnic identity. The degree and certificate completion
goal was motivated by the finding that over the past three years, the rates of certificate and degree
completion are relatively low for all groups (18% to 43%), with rates for the above mentioned equity
subgroups just above or below the 80% threshold for disproportionate impact. To meet this goal, the
6
College will develop a communications management system to notify students of educational
planning services, implement student education planning modules, and provide outreach and
intervention strategies for students at risk for academic probation and dismissal as required in the
SSSP. Transfers. Finally, College of the Redwoods will implement initiatives that continue to address the
disparity in rates of college transfer. The transfer goal was motivated by the finding that rates of
transfer of female students and students with disabilities have been disproportionally low compared
to reference groups. Action toward this end will be the implementation of a student education
planning module for students and creating clearer transfer degree pathways.
7
Campus-Based Research
8
Overview & Indicator Definitions and Data:
Analysis of indicators required by Title 5, Section 54220 was performed to determine
disproportionate impacts. This is where specific groups are not achieving at a proportional rate in
certain areas. The presence of a disproportionate impact indicates the need for intervention strategies
and additional support to achieve equitable outcomes. Definitions for each indicator are as follows:
Access
Population indicator: the percentage of each group enrolled at College of the Redwoods (CR) to the
percentage of each group in the population of service area counties: Del Norte, Humboldt and
Mendocino.
Financial need indicator: the percentage of each group eligible to receive a Pell Grant.
Course Success and Completion (Retention)
Success indicator: the rate of successfully completing a course with a passing grade.
Retention indicator: the rate of completing a course without withdrawing.
ESL and Basic Skills Completion & Progression
Completion indicator: the rate of successfully completing a basic skills course with a passing grade.
Progression indicator: the completion rate for students who started in basic skills and completed a
college-level course in the same discipline.
Degree and Certificate Completion
Degree and Certificate indicator: the percentage of new degree/certificate seeking students who
completed a degree or certificate within three years.
Transfer
Transfer indicator: the percentage of new students who demonstrate intent to transfer who actually
do transfer. Students are tracked over six years to determine if they fit into the cohort.
Persistence
Consecutive enrollment indicator: the percentage of degree, certificate and/or transfer-seeking
students tracked for six years who enrolled in the first three consecutive terms.
Good Standing indicator: the percentage of students who were not placed on probation during their
first year of enrollment.
9
Disproportionate Impact
In the following tables, disproportionate impact is determined by dividing the rate of interest for a
given equity group by the rate of the reference group. For example, if the majority ethnic group is
Caucasian, and the rate of success for Caucasian students is 72 percent, 72 percent serves as the
reference rate. Dividing the success rate for Caucasians (72%) by the reference rate (72%) gives an
impact ratio of 1.0. The success rate of each equity group is divided by 72 percent. Success rates of
groups which are lower than 72 percent will result in a ratio less than one. Hispanic students, for
example, have a success rate of 67 percent. Sixty-seven percent divided by 72 percent results in a
disproportionate impact ratio of .93.
The presence of a disproportionate impact is evidenced by a ratio less than .8 or 80 percent.
Ratios for groups with cell sizes fewer than 50 were not examined because the ratio may be
misleading as it is not necessarily reflective of the larger group.
The California Community College Chancellor’s Office standard for reference groups in
disproportionate impact studies is largely based on traditional or historical majority groups
(California Community College Chancellor’s Office, 2012c): males (when data are disaggregated by
gender), white students (when data are disaggregated by ethnicity) and students 18 to 24 years of age
(when data are disaggregated by age).
This method is taken from the California Community Colleges Chancellor’s Office (2013). Ensuring
Equitable Access and Success: A Guide to Assessing and Mitigating Disproportionate Impact in
Student Success and Support Programs. Retrieved from:
http://extranet.cccco.edu/Portals/1/SSSP/Matriculation/REPORT_DisportionateImpactCombined_09
.17.13_FINAL.pdf
10
A.
Access/Financial Need
Compare the percentage of each population group that is enrolled to the percentage of each group in
the adult population within the community served. This percentage is frequently calculated as a
participation rate. The Chancellor’s Office Research Unit is attempting to develop a standardized,
statewide methodology to define each district’s service area and its corresponding demographic
makeup in order to calculate a district level participation rate. At this time, each college has
flexibility to define and interpret access based on individual characteristics including but not limited
to service area, district boundaries, zip codes, US Census, and high school data.
While there is no data which identifies disproportionate impact in access, College of the Redwoods
has prioritized initiatives that produce outcomes to enhance student access.
The Eureka and Del Norte campuses both serve a larger proportion of Native American and Asian
students than live in Humboldt and Del Norte Counties, respectively. A smaller proportion of
Hispanic students are served at the Mendocino and Del Norte Campuses than live in those counties,
but a larger proportion of Hispanic students attend the Eureka campus than live in Humboldt County.
Ethnicity of CR students compared to geographical service region
Del
Humboldt Eureka Mendocino Mendocino Del
Campus
Norte
Norte
County
Campus Region
County Campus
Served
134,493
5,454
12,043
566
25,234
1,025
Population
Caucasian
African America
American Indian & Alaska
Native
Asian/Pacific Islander
Hispanic or Latino
Female
77%
1%
6%
69%
4%
8%
74%
1%
2%
79%
1%
3%
68%
1%
10%
53%
1%
31%
<1%
5%
1%
3%
4%
5%
10%
13%
21%
14%
16%
10%
50%
51%
51%
66%
50%
65%
Source: County statistics - US Census Population 2013 estimate
http://quickfacts.census.gov/qfd/states/06/06015.html
Campus statistics – Student demographics in 2012-2013
Notes: Mendocino region served only includes zip codes: 95437, 95410, 95420, 95427, 95432,
95456, 95460, 95488, 95463
Del Norte Campus includes the Klamath-Trinity Site resulting in a higher percentage of American
Indian students at Del Norte.
Del Norte County excludes Pelican Bay inmates by subtracting the number of inmates at Pelican
Bay. The ethnicity of the inmates was estimated using data reported from the California Department
of Corrections and Rehabilitation for all of California:
http://www.cdcr.ca.gov/Reports_Research/Offender_Information_Services_Branch/Annual/CalPris/
CALPRISd2010.pdf
11
A large percentage of Foster Youth in the service area are Native American compared to Humboldt
county and the students at the Eureka campus.
Index of Access by Foster Youth (2012-2013)
Humboldt County
Foster Youth
Foster Youth% Humboldt
Eureka
#
by ethnicity
% by
Campus
ethnicity
% by
ethnicity
13
4.3%
1%
4%
African American/Black
112
37.5%
6%
8%
American Indian/Alaska Native
0
0.0%
<1%
5%
Asian/Pacific Islander
29
9.7%
10%
13%
Latino
145
48.5%
77%
69%
White
299
Total Children in Foster Care
Needell, B., et al. (May 2014). Child Welfare Services Reports for California, U.C. Berkeley Center for Social Services Research; U.S. data
come from Child Trends analysis of Adoption and Foster Care Analysis and Reporting System data available through the National Data
Archive on Child Abuse & Neglect, as cited on KIDS COUNT (May 2014).
Foster Youth were not examined using the disproportionate impact method; however, there is a
smaller proportion of Foster Youth enrolling at community college within 12 months of high school
graduation compared to non-Foster Youth.
Foster Youth enrolled at a Community College
NonFoster
NonFoster Difference
Foster
Youth Foster Youth (Non-F.Y.
Youth
#
Youth
%
– F.Y.)
#
%
Percent and number of students
enrolled at one or more community
colleges within 12 months of high
2602
26 51.3% 28.9%
-22.4%
school graduation
12
Financial Need (Pell Eligible)
Disproportionate financial need was found with Native American, Asian, and African American
students. No disproportionate financial impact was found across gender and age groups.
80 Percent Index of Pell Eligible Students by Gender
Year
Gender
Total
Pell
Pell
Eligible
Eligible
Rate
Female
5,225
2,374
0.45
2010-11
Male
4,371
1,580 0.36
Female
4,772
2,306
0.48
2011-12
Male
3,783
1,566 0.41
Female
4,284
1,865
0.44
2012-13
Male
3,368
1,295 0.38
80 Percent Index of Pell Eligible Students by Age
Year
Age
Total
Pell
Pell
Eligible
Eligible
Rate
<25
5,067
2,086
0.41
2010-11
25-34
2,387
1,172 0.49
35-49
1,278
525
0.41
>50
864
171
0.20
<25
4,488
1,958
0.44
2011-12
25-34
2,225
1,213 0.55
35-49
1,105
521
0.47
>50
737
180
0.24
<25
4,172
1,667
0.40
2012-13
25-34
1,967
949
0.48
35-49
938
406
0.43
>50
576
138
0.24
Ratio*
0.85
1.00
0.88
1.00
0.92
1.00
Ratio*
1.00
0.87
1.00
1.36
1.00
0.81
0.94
1.34
1.00
0.86
0.95
1.27
80 Percent Index of Pell Eligible Students by Ethnicity
Year
Age
Total
Pell
Pell
Eligible
Eligible
Rate
679
351
0.52
2010-11 American
Indian
Asian
257
140
0.54
Black/AA
209
134
0.64
Hawaiian/PI
86
43
0.50
Hispanic
914
386
0.42
2 + Races
397
193
0.49
Unknown
836
332
0.40
White
6,218
2,375 0.38
566
371
0.66
2011-12 American
Ratio*
0.78
0.74
0.58
0.81
0.93
0.83
0.98
1.00
0.59
13
2012-13
Indian
Asian
Black/AA
Hawaiian/PI
Hispanic
2 + Races
Unknown
White
American
Indian
Asian
Black/AA
Hawaiian/PI
Hispanic
2 + Races
Unknown
White
244
194
69
982
413
655
5,432
542
139
118
40
454
214
269
2,267 0.42
317
0.59
0.61
0.58
0.46
0.52
0.41
0.58
0.74
0.67
0.72
0.92
0.83
1.01
1.00
0.67
211
175
50
997
417
534
4,727
108
98
22
439
187
197
1,793
0.51
0.56
0.44
0.44
0.45
0.37
0.38
0.79
0.71
0.90
0.90
0.89
1.02
1.00
*Ratios were obtained by (1 – Pell Eligible Rate) given that a higher Pell Eligible Rate indicates
greater financial need.
A larger percentage of Foster Youth received some sort of financial aid, and received aid for two or
more consecutive years compared with non-Foster Youth.
Foster Youth Financial Aid
NonFoster
Youth
#
Percent and number of nonduplicated students receiving:
Chafee, Pell, Cal Grant, BOG
Waiver, or other financial aid
Percent and number of nonduplicated students receiving:
Chafee, Pell, Cal Grant, BOG
Waiver, or other financial aid for two
or more consecutive years
Percent and number of students
enrolled at one or more community
colleges within 12 months of high
school graduation
Foster
Youth
#
NonFoster
Youth
%
Foster
Youth
%
Difference
(Non-F.Y.
– F.Y.)
3,730
85
73.6%
94.4%
20.8%
1,749
42
34.5%
46.7%
12.2%
2,602
26
51.3%
28.9%
-22.4%
14
B. Course Success and Completion (Retention)
Course success and completion is determined by the ra tio of the number of credit courses which
students by population group actually com plete by the e nd of the term com pared to the num ber of
courses in which students in that group are enrolled on the census day of the term.
In the tables below, gender, age, and disability equity subgroups show remarkable parity for both
rates and ratios of success and retention. For ethnicity, African Americans are clearly
disproportionately impacted with a success ratio of 0.74, in spite of a high retention ratio.
80 Percent Index of Course Completion by Gender (2012-2013)
Gender
Enrollment
District
District
Success
Retention
Count
Success
Retention
Ratio*
Ratio*
16,546
0.71
0.88
1.04
1.01
Female
13,901
0.68
0.87
1.00
1.00
Male
80 Percent Index of Course Completion by Age (2012-2013)
Age
Enrollment
District
District
Count
Success
Retention
18,725
0.67
0.87
<25
7,023
0.73
0.87
25-34
3,141
0.74
0.88
35-49
1,559
0.75
0.88
>50
80 Percent Index of Course Completion by Ethnicity (2012-2013)
Ethnicity
Enrollment
District
District
Count
Success
Retention
0.53
0.83
African1,116
American
0.64
0.85
American
Indian/Alaskan
3,172
Native
1,715
0.70
0.89
Asian/P.I.
19,037
0.72
0.88
Caucasian
3,991
0.67
0.87
Hispanic
1,417
0.73
0.90
Unknown
Success Ratio
1.00
1.09
1.10
1.12
Success Ratio
Retention
Ratio
1.00
1.00
1.01
1.01
0.74
Retention
Ratio
0.94
0.89
0.97
0.97
1.00
0.93
1.01
1.01
1.00
0.99
1.02
80 Percent Index of Course Completion by Disabled Student Programs and Services (DSPS) (20122013)
DSPS
Enrollment
District
District
Success Ratio Retention
Count
Success
Retention
Ratio
4,850
0.68
0.86
0.97
0.98
In Program
25,598
0.70
0.88
1.00
1.00
Not in
Program
15
Foster Youth Course Completion & GPA
Foster Youth had a noticeably lower rate of successful course completion. In addition, only 34.4% of
a one year cohort of Foster Youth achieved satisfactory academic progress, and only 12.2% of the
cohort achieved a GPA of 3.0 or higher.
Successful course completion rate for
Foster Youth for most recent
academic year at a community
college: A, B, C, pass, or credit
Percent and number of students from
one academic year cohort achieving
Satisfactory Academic Progress
(SAP), defined as not on academic or
progress probation
Percent and number of students
achieving a 3.0 GPA or higher current term and cumulative
NonFoster
Youth
#
3,504
Foster
Youth
#
Foster
Youth
%
Difference
(Non-F.Y.
– F.Y.)
46
NonFoster
Youth
%
69.1%
50.7%
-18.4%
3,083
31
60.8%
34.4%
-26.4%
1,645
11
32.4%
12.2%
-20.2%
16
C.
ESL/Basic Skills Completion and Progression
ESL/Basic Skills completion and progression is determined by 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 course.
Basic Skills data are available for three equity groups: gender, age, and ethnicity. Interpretation of
Basic Skills data should be done with caution because: “a) many non-ESL students can be included
in a cohort since a number of native English speakers often enroll in ESL courses, b) ESL students
do not necessarily intend to persist through ESL programs and may take college courses prior to
completing the final ESL Basic Skills course, or may never complete the final ESL or Basic Skills
course, and c) non-credit ESL courses are excluded from both the Scorecard and the Basic Skills
Cohort Tracker Tool data” (CCCCO Mar 14, 2014).
CR’s data reveal that Basic Skills completion is disproportionate for African Americans for three
years running, with an average 80% index of 0.55. Native American as a group show
disproportionate impact for 2010-11, but there is no evidence of a continuing trend.
80 Percent Index of Basic Skills (BS) Outcomes by Gender
Year Gender BS
BS
BS
Retention Success Retention Success
Total
Retained Success Rate
Rate
Ratio
Ratio
1,062
719
0.86
0.58
1.01
1.14
2010- Female 1,232
11
Male
932
799
479
0.86
0.51
1.00
1.00
1,035
707
0.88
0.60
0.99
1.17
2011- Female 1,170
12
Male
834
748
429
0.90
0.51
1.00
1.00
852
618
0.85
0.61
1.03
1.18
2012- Female 1,007
13
Male
777
640
404
0.82
0.52
1.00
1.00
80 Percent Index of Basic Skills (BS) Outcomes by Age
Year Age
BS
BS
BS
Retention
Total
Retained Success Rate
1,316
1,144
681
0.87
2010- <25
11
25-34
531
456
317
0.86
35-49
244
201
154
0.82
>50
73
60
46
0.82
1,211
1,092
653
0.90
2011- <25
12
25-34
469
411
288
0.88
35-49
230
204
136
0.89
>50
94
76
59
0.81
Success
Rate
0.52
Retention Success
Ratio
Ratio
1.00
1.00
0.60
0.63
0.63
0.54
0.99
0.95
0.95
1.00
1.15
1.22
1.22
1.00
0.61
0.59
0.63
0.97
0.98
0.90
1.14
1.10
1.16
17
2012- <25
13
25-34
35-49
>50
1128
957
626
0.85
0.55
1.00
1.00
366
202
88
308
161
66
222
126
48
0.84
0.80
0.75
0.61
0.62
0.55
0.99
0.94
0.88
1.09
1.12
0.98
80 Percent Index of Basic Skills (BS) Outcomes by Ethnicity
Year Age
BS
BS
BS
Retention
Total
Retained Success Rate
205
167
94
0.81
2010- American
Indian
11
Asian
83
72
41
0.87
Black/AA
94
85
32
0.90
Hawaiian/PI <50
Hispanic
220
180
115
0.82
2 + Races
111
97
62
0.87
Unknown
159
146
100
0.92
White
1273
1,096
742
0.86
226
200
122
0.88
2011- American
Indian
12
Asian
82
70
45
0.85
Black/AA
74
66
23
0.89
Hawaiian/PI <50
Hispanic
252
230
151
0.91
2 + Races
123
113
71
0.92
Unknown
116
107
73
0.92
White
1,113
980
642
0.88
197
157
105
0.80
2012- American
Indian
13
Asian
57
50
38
0.88
Black/AA
54
45
16
0.83
Hawaiian/PI
<50
Hispanic
287
252
166
0.88
2 + Races
112
95
65
0.85
Unknown
89
73
48
0.82
White
976
810
579
0.83
Success Retention Success
Rate
Ratio
Ratio
0.46
0.95
0.79
0.49
0.34
1.01
1.05
0.85
0.58
0.52
0.56
0.63
0.58
0.54
0.95
1.02
1.07
1.00
1.01
0.90
0.96
1.08
1.00
0.94
0.55
0.31
0.97
1.01
0.95
0.54
0.60
0.58
0.63
0.58
0.53
1.04
1.04
1.05
1.00
0.96
1.04
1.00
1.09
1.00
0.90
0.67
0.30
1.06
1.00
1.12
0.50
0.58
0.58
0.54
0.59
1.06
1.02
0.99
1.00
0.97
0.98
0.91
1.00
18
80 Percent Index of Basic Skills (BS) Outcomes by Ethnicity (Aggregated from 2010/11-2012/13)
Year Age
BS
BS
BS
Retention Success Retention Success
Total
Retained Success Rate
Rate
Ratio
Ratio
628
524
321
0.83
0.51
0.97
0.88
2010- American
Indian
13
Asian
222
192
124
0.86
0.56
1.01
0.96
Black/AA
222
196
71
0.88
0.32
1.03
0.55
Hawaiian/PI
<50
Hispanic
759
662
432
0.87
0.57
1.02
0.97
2 + Races
346
305
198
0.88
0.57
1.03
0.98
Unknown
364
326
221
0.90
0.61
1.04
1.04
White
3,362
2,886 1,963 0.86
0.58
1.00
1.00
Basic Skills Progression
With regard to each respective reference group, disproportionate impact for English progression as
measured by the 80% index is experienced by students older than 50 years of age, by African
Americans, and by Native American.
80 Percent Index of English Progression Outcomes by Gender (2010/11-2012/13)
Gender
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
1,584
980
2,564
0.38
1.24
Female
1,381
614
1,995
0.31
1.00
Male
80 Percent Index of English Progression Outcomes by Age (2010/11-2012/13)
Age
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
2,218
1,273
3,491
0.36
1.00
<25
404
184
588
0.31
0.86
25-34
283
117
400
0.29
0.80
35-49
74
27
101
0.27
>50
0.73
19
80 Percent Index of English Progression Outcomes by Ethnicity (2010/11-2012/13)
Ethnicity
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
100
74
174
0.43
1.16
Asian
102
29
131
0.22
Black
0.60
<50
Filipino
281
144
425
0.34
0.93
Hispanic
322
121
443
0.27
American
0.75
Indian
<50
Native
Haw/PI
1830
1057
2887
0.37
1.00
White
305
161
466
0.35
0.94
Unknown
Math progression ratios are more evenly balanced than English ratios, with Hispanics scoring just
below the 80% index (0.79) when compared to whites as a reference group.
80 Percent Index of Math Progression Outcomes by Gender (2010/11-2012/13)
Gender
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
527
350
877
0.40
1.01
Female
260
171 431
0.40
1.00
Male
80 Percent Index of Math Progression Outcomes by Age (2010/11-2012/13)
Age
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
439
291
730
0.40
1.00
<25
173
116
289
0.40
1.01
25-34
136
97
233
0.42
1.04
35-49
41
22
63
0.35
0.88
>50
20
80 Percent Index of Math Progression Outcomes by Ethnicity (2010/11-2012/13)
Ethnicity
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
<50
Asian
<50
Black
<50
Filipino
68
32
100
0.32
Hispanic
0.79
70
35
105
0.33
0.82
American
Indian
<50
Native
Haw/PI
521
357
878
0.41
1.00
White
98
75
173
0.43
1.07
Unknown
A comparison of Foster Youth to non-Foster Youth revealed the largest discrepancy for the percent
of students whose first college course attempted in Math, English or ESL was below transfer level.
Almost a quarter more Foster Youth required remedial education than non-Foster Youth.
Foster Youth ESL and Basic Skills Completion
NonFoster
Youth
#
652
Percent and number of students in
one academic year cohort who
successfully complete a remedial
math course
825
Percent and number of students in
one academic year cohort who
successfully complete a remedial
English course
4,168
Number of Unduplicated Students
that attempted a Math, English, or
ESL course.
Number of Unduplicated Students
that attempted a Math course.
Number of Unduplicated Students
that attempted a English course.
Percent and number of unduplicated
students’ first college course
attempted in Math, English or ESL
was below transfer level/remedial
level
13
Difference
Non- Foster
Foster Youth (Non-F.Y. –
F.Y.)
Youth
%
%
12.9% 14.4% -1.5%
21
16.3%
23.3%
-7.0%
76
82.2%
84.4%
-2.2%
3,375
53
66.6%
58.9%
7.7%
3,629
70
71.6%
77.8%
-6.2%
1,781
45
35.1%
59.2%
-24.1%
Foster
Youth
#
21
D.
Degree and Certificate Completion
Degree and certificate completion is determined by 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.
Degree and Certificate completion is relatively low for all College of the Redwoods students, with
the highest rates recorded for students over 50 years of age and students who are Asian American.
Disproportionate impact is shown using the 80% index for two ethnic subgroups, African American
and students who identify as multiracial (two or more races).
Degree/Certificate Completers by Gender (2010/11-2012/13)
Gender
Degree/Cert
Completers
Completion rate
Ratio
Seeking Cohort*
3,045
961
0.32
1.36
Female
2,501
579
0.23
1.00
Male
Degree/Certificate Completers by Age (2010/11-2012/13)
Age
Degree/Cert
Completers
Seeking Cohort
3,096
671
24 and
younger
1,534
512
25 – 34
639
237
35 – 49
277
119
50 and older
Degree/Certificate Completers by Ethnicity (2010/11-2012/13)
Ethnicity
Degree/Cert
Completers
Seeking Cohort
415
113
American Indian
157
64
Asian
145
15
Black or African
American
<50
Hawaiian/Pacific
Islander
504
119
Hispanic
242
43
Two or More
Races
521
163
Unknown
3,515
1,014
White
Completion rate
Ratio
0.22
1.00
0.33
0.37
0.43
1.54
1.71
1.98
Completion rate
Ratio
0.27
0.41
0.10
0.94
1.41
0.36
0.24
0.18
0.82
0.62
0.31
0.29
1.08
1.00
*Cohort consists of all students enrolled during this time-frame with an education goal to complete a
degree, certificate, or to transfer.
22
E.
Transfer
Transfer is determined by 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.
Transfer data show an unexpected result: females transfer to four-year institutions compared to
males at a ratio of 0.75. The other equity subgroup showing disproportionate transfer outcomes (for
the equity subgroups in which data are of sufficient number to be credible) is DSPS students, with a
ratio of 0.60.
Transfers by Gender (2007/08 to 2012/13)
Gender
Transfer
Cohort*
314
Female
224
Male
Transfers by Age (2007/08 to 2012/13)
Age
Transfer
Cohort
454
24 or
younger
<50
25 – 34
<50
35 – 49
<50
50 and older
Transfers by Ethnicity (2007/08 to 2012/13)
Ethnicity
Transfer
Cohort
<50
Asian
<50
Black
<50
Filipino
<50
Hispanic
<50
American
Indian
<50
Native Haw
P.I.
359
White
61
Unknown
Transferred
Rate
Ratio
0.28
0.38
0.75
1.00
Transferred Rate
Ratio
159
1.00
88
85
0.35
Transferred Rate
Ratio
122
25
1.00
1.22
0.34
0.41
23
Transfers by disability status (2007/08 to 2012/13)
DSPS
Transfer
Cohort
75
Yes
465
No
Transferred Rate
Ratio
15
158
0.60
1.00
0.20
0.34
*Transfer cohort uses the CCC’s Data Mart Transfer Velocity Cohort definition. This method tracks
cohorts of first-time college students for six years to determine if they show intent to transfer by
completing 12 units and attempting transfer-level English or Mathematics.
24
F.
Persistence
Although persistence is not a Chancellor’s Office required indicator, as part of the institution’s
integrated planning initiatives for 2014-15, College of the Redwoods has prioritized student
persistence. Persistence is defined as when a student continues to enroll from one term to the next
term. While the overall persistence rate for CR students is low (less than 50% across the board),
persistence ratios are commensurate for all equity groups, with the exception of the equity subgroup
of African Americans, showing a 80% index of 0.74 when compared to the average ratio of 1.05 for
the other ethnic subgroups.
80 Percent Index of Persistence Outcomes by Gender (2010/11-2012/13)
Gender
Total
Persisted
Persistence Persistence
Rate
Ratio
10,396
4,244
0.41
1.11
Female
8,301
3,049
0.37
1.00
Male
80 Percent Index of Persistence Outcomes by Age (2010/11-2012/13)
Age
Total
Persisted
Persistence Persistence
Rate
Ratio
10,330
4,230
0.41
1.00
<25
4,477
1,658
0.37
0.90
25-34
2,297
848
0.37
0.90
35-49
1,593
557
0.35
0.85
>50
80 Percent Index of Persistence Outcomes by Ethnicity (2010/11-2012/13)
Ethnicity
Total
Persisted
Persistence Persistence
Rate
Ratio
1,261
497
0.39
1.02
American
Indian
546
242
0.44
1.15
Asian
400
115
0.29
Black/AA
0.74
159
64
0.40
1.04
Hawaiian/PI
2,024
819
0.40
1.05
Hispanic
897
382
0.43
1.10
2 + Races
1,515
572
0.38
0.98
Unknown
11,895
4,602
0.39
1.00
White
The College also tracked Good Standing early in a student’s career to determine disproportionate
impact in terms of ability to progress. Good Standing ratios are commensurate for all equity groups.
80 Percent Index of ‘Good Standing Status’ Outcomes by Gender (2010/11-2012/13)
Gender
Total
Probationary Rate of
Good
Good
Standing
Standing Ratio
1,692
228
0.87
1.01
Female
2,148
300
0.86
1.00
Male
25
80 Percent Index of ‘Good Standing Status’ Outcomes by Age (2010/11-2012/13)
Age
Total
Probationary Rate of
Good
Students Students
Good
Standing
Standing Ratio
3,029
470
0.84
1.00
<25
451
36
0.92
1.09
25-34
228
21
0.91
1.07
35-49
125
1
0.99
1.17
>50
80 Percent Index of ‘Good Standing Status’ Outcomes by Age (2010/11-2012/13)
Ethnicity
Total
Probationary Rate of
Good
Students Students
Good
Standing
Standing Ratio
263
42
0.84
0.96
American
Indian
104
22
0.79
0.90
Asian
152
38
0.75
0.85
Black/AA
<50
Hawaiian/PI
511
76
0.85
0.97
Hispanic
305
49
0.84
0.95
2 + Races
214
26
0.88
1.00
Unknown
2,264
272
0.88
1.00
White
26
Goals and Activities
27
A.
Student Success Indicator for Access/Financial Need
“Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the
community served”
GOAL A. Increase enrollment of underrepresented students, specifically Hispanic students by creating a welcoming campus where all
students in the community feel welcomed, supported, included and valued by the College and each other. This goal will be addressed through
additional communication with, and offerings for disproportionately impacted student groups.
The access goal was motivated by the finding that a smaller proportion of Hispanic students are served at the Mendocino and Del Norte
Campuses than live in those Counties, indicating a need to serve additional Hispanic students. In addition, CR serves a substantially larger
Native American population than is expected based on County statistics.
ACTIVITIES
Student Success
Indicator
Access
Actions to be taken
Promote and support a Student
Multicultural Center.
Access
Offer sections of Native American
Studies (NAS 1), Anthropology 3
Cultural Anthropology, Geography 2
Cultural Geography and Sociology 9
Introduction to Women’s Studies.
Access
Identify Student Equity Plan in the
Responsible
Persons
VP of
Instruction and
Student
Development
(VPISD)
and
Associated
Student CR
Dean Math,
Science,
Behavioral &
Social Science
(MSBSS),
Scheduling
Specialist
Institutional
Year
2014-15
Expected Outcome
By 2014-15, students will be congregating and
holding activities in a clearly identifiable center.
2014-15
By 2014-15, courses will be in the schedule and
offered district-wide.
2014-15
By 2014-15, the District’s Integrated Planning
28
Integrated Planning Model to promote
the institutional commitment in the
mitigation of disproportional impact on
student access and achievement.
Access
Effectiveness
Committee,
Student Equity
Planning
Committee
Develop website in Spanish with relevant Web Master,
college information.
Dean
Arts and
Humanities
Model will clearly identify the Student Equity Plan
as aligning with the annual institutional planning.
2015-16
By 2015-16, a Spanish website will be available
from the CR homepage. The traffic to the page will
increase each semester. Baseline data will be
collected.
Access
Implement a non-credit pathway at
College of the Redwoods Del Norte
including ESL placement, articulation for
English for Speakers of Other Languages
to for-credit courses or other identified
goal.
Basic Skills
Committee,
CR Del Norte
Director,
Business &
Training Center
2015-16
By 2015-16, Del Norte campus will schedule classes
and increasingly enroll students in non-credit ESL
courses.
Access
Offer trainings that support access for
underrepresented students
Deans,
Academic
Senate,
Basic Skills
Committee,
CR Del Norte
Director,
Business &
Training Center
2015-16
By 2015-16 campus sites will continue efforts to
disseminate ESL related information for internal
referral and placement and increasingly enroll
students in for-credit ESL courses.
Access
Engage in community based outreach
activities to increase underrepresented
students
VPISD,
Academic
Senate,
Basic Skills
Committee
2015-2016
By 2015-16 the Academic Senate will consult with
the BSI Committee and the VPISD on how to
successfully conduct off-site community outreach to
increase enrollment of underrepresented students.
29
Access
Install Innovation Training Center that
will include a Multicultural Center where
staff and faculty obtain information and
share best-practices for serving
underrepresented students.
VPISD,
Academic
Senate,
Professional
Development
Committee
2016-17
By 2015-16 a center will be installed to provide
opportunities for professional development that will
include staff and faculty development materials and
opportunities to increase effectiveness in creating
access for diverse students.
30
B.
Student Success Indicator for Course Success and 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”
GOAL B. Increase the percentage of first-time, full-time students who return one semester later to take at least one class and increase the
percentage of degree seeking students who attend for three consecutive semesters, especially African Americans.
The course success and completion goal was motivated by the finding that over the past three years, the rate of persistence of African
Americans has been disproportionately low compared to other groups.
ACTIVITIES:
Student
Success
Indicator
Course
Success
and
Completion
Course
Success
and
Completion
Actions to be taken
Provide diversity awareness inservice training on classroom
dynamics, and retention and
persistence of underrepresented
students.
Develop Institutional
Professional Development
Center that includes associate
faculty support and a
multicultural and diversity
resource for faculty and staff.
Responsible
Persons
VPISD,
Academic
Senate,
Professional
Development
Committee
VPISD,
Professional
Development
Committee
Semester
2014-15
2015-16
Expected Outcome
By 2014-15, Student Success Summit focusing on
retention & persistence of underrepresented students
will be provided.
By 2014-15, a professional development activity of
diversity awareness in multicultural curriculum
infusion will be offered.
By 2015-16, diversity education will be provided in
the Innovation Training Center.
2016-17
By 2016-17, ongoing faculty and staff support and
a multicultural and diversity resource center will
be available in a location identified and open to
faculty and staff.
31
Course
Success
and
Completion
Develop Area E Requirement
(Diversity and Common Ground
Requirement) with courses that
articulate to Humboldt State
University.
VPISD,
Academic
Senate
2016-17
By 2016-2017, Area E will be fully incorporated into
General Education Requirements and course curricula
will be developed to populate this category that meet
articulation standards for transfer.
32
C.
Student Success Indicator for ESL and Basic Skills Completion and Progression
“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”
GOAL C. Increase the number of all students, especially African American, Native American, Hispanic, over 50 years old students, and
Foster Youth who complete a college level course.
The ESL and Basic Skills and Progression goal was motivated by the finding that over the past three years, the rate of persistence of African
Americans has been disproportionately low compared to other groups.
ACTIVITIES:
Student Success
Indicator
Basic Skills Completion and
Progression
Actions to be taken
Investigate and
implement Early Alert
Process to intervene
with students who are
at-risk.
Responsible Persons
SSSP
Semester
2014-15
Expected Outcome
By 2014-15, identify Early Alert
platforms for use by faculty and staff
to establish an approach to improve
student persistence and course
progression.
Basic Skills Completion and
Progression
Identify intervention
strategies for Basic
Skills students on
probation.
SSSP,
Basic Skills
Committee,
Director of PE &
Athletics
2014-15
2015-16
By 2014-15, intervention strategies
will be identified and baseline data
will be collected on the number of
African American students in Basic
Skills math.
By 2015-16, the percentage of African
Americans who complete Basic Skills
math sequence will increase.
Basic Skills Completion and
Progression
Implement a noncredit pathway
including ESL
placement, articulation
Deans, English and
Languages
Department Faculty,
Director of
2015-16
By 2015-16, ESL enrollments will
increase. Students enrolled in noncredit ESL will be tracked. Baseline
data will be collected and the number
33
for ESL to for-credit
courses or other
identified goal.
Business & Training
Center, Basic Skills
Committee
Basic Skills Completion and
Progression
Provide accurate &
current placement
information to
students regarding
Math, English & ESL
placement, assessment
& service referral
information.
SSSP
Director Special
Programs,
CR Del Norte
2015-16
By 2015-16, the number of Hispanic
students in Del Norte and Eureka who
take ESL placement and register in a
credit or non-credit courses will
increase.
Basic Skills Completion and
Progression
Implement
assessment/placement
process to meet
requirements of SSSP.
SSSP
VPISD
Deans,
Director of
Institutional
Effectiveness
2015-16
2016-17
By 2015-16, identify multiple
measures strategies that mitigate
circumstances which impact
underrepresented students during the
placement process and increase
assessment outcomes of SSSP.
By 2016-17, identify strategies with
SSSP to augment the placement
process and any disproportionate
impact to ethic groups completing the
placement process and develop any
strategies which impact disparities
amongst ethnic groups.
By 2016-17, provide faculty peer
mentoring for strategies to increase
outcomes in the progression of
students in Basis Skills curriculum.
Basic Skills Completion and
Progression
Develop strategies to
promote outreach to
ESL students in all
classes.
Basic Skills
Committee
2015-16
2016-17
By 2015-16, identify approaches such
as outreach across curriculum that
establishes communities to support
ESL students.
of students who enroll in ESL who
begin in non-credit ESL and move to
for-credit ESL courses will increase.
34
By 2016-17, faculty will implement
measures which promote ESL student
support communities on campus.
By 2016-17, increase the percentage of
students over 50 who progress through
Basic Skills English sequence.
Basic Skills Completion and
Progression
Implement strategies
that improve upon
English progression of
students over 50.
SSSP,
Basic Skills
Committee,
English faculty
2016-17
Basic Skills Completion and
Progression
Implement strategies
that improve upon
English progression of
Native American
students.
SSSP,
Basic Skills
Committee,
English faculty
2016-17
By 2016-17, increase the percentage of
students who are Native Americans
who progress through Basic Skills
English sequence.
Basic Skills Completion and
Progression
Develop strategies to
increase the number of
Hispanic students who
progress through Basic
Skills courses.
SSSP,
Basic Skills
Committee,
EOPS
2016-17
By 2016-17, implement strategies,
such as ESL learning communities in
First Year Experience, to increase
outcomes in the progression of ESL
and/or Hispanic students in Basic
Skills courses.
Basic Skills Completion and
Progression
Develop strategies to
SSSP,
increase the number of Basic Skills
Foster Youth students Committee
who progress through
Basic Skills and/or
ESL courses.
2016-17
By 2016-17, increase the percentage of
Foster Youth who complete a degreeapplicable course after having
completed the final ESL or Basic
Skills course
35
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”
GOAL D. Increase the percentage of students who complete a degree, certificate or transfer compared to the number of degree, certificate and
transfer completions for equity and other student populations.
The degree and certificate completion goal was motivated by the finding that over the past three years, the rate of persistence of African
Americans has been disproportionately low compared to other groups.
ACTIVITIES:
Student Success
Indicator
Degree and
Certificate
Completion
Degree and
Certificate
Completion
Actions to be taken
Develop communication management
systems to notify students of educational
planning services.
Increase the number of students who
complete degrees and certificates.
Responsible
Persons
SSSP
SSSP
Semester
2014-15
Expected Outcome
By 2014-15, all new students receive
regular communication about the need to
update their plans.
2014-15
2015-16
By 2014-15, all incoming students will
declare a degree, certificate, transfer major
program goals to increase completion rates.
By 2015-16, identify barriers which impact
degree and certificate completion for all
equity populations to increase outcomes of
completion for SSSP.
36
Degree and
Certificate
Completion
Implement student education planning
module for students.
SSSP, Basic
Skills
Committee,
Dean PE,
Athletics and
Health
Occupations
2014-15
2015-16
Degree and
Certificate
Completion
Provide ongoing training on classroom
strategies specific to the support of
African American and Native American
students.
VPISD,
Academic
Senate
2016-17
Degree and
Certificate
Completion
Provide outreach and develop
interventions for students at level 2
academic and progress probation and
dismissal.
SSSP
Basic Skills
Committee
2015-16
2016-17
By 2014-15, baseline data will be collected
of underrepresented students, especially
African American students who do not
persist to degree/certificate completion.
By 2015-16, the number of
underrepresented students, especially
African Americans, who persist will
increase.
By 2016-17, trainings will be provided to
instructors to provide effective instruction
of African American and Native American
students to increase degree and certificate
(or course) completion.
By 2015-16, all level 2 probation students
will be contacted regarding restricted
enrollment, and their rate of successful
reenrollment will increase.
By 2016-17, underrepresented students
especially African American students will
complete a workshop on student success
prior to enrollment and/or readmission.
37
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”
GOAL E. Implement initiatives which continue to address disproportionate impact of the rates of college transfer.
The transfer goal was motivated by the finding that rates of transfer of female and students with disabilities has been disproportionally low
compared to other groups.
Student Success
Indicator
Transfer
Transfer
Actions to be taken
Implement student education
planning module for students.
Responsible Persons
SSSP
Semester
2015-16
2016-17
Develop Associate Degrees for
Transfer (ADTs)
SSSP,
Academic Senate
2014-15
Expected Outcome
By 2015-16, collect data to
better understand barriers to
transfer for all equity
populations especially
students with disabilities and
females.
By 2016-17, the number of
students who transfer will
increase, especially students
with disabilities and females.
By 2014-15, develop ADTs
linked to local transfer
institution
38
Source of Funding
39
Sources of Funding
The sources of funding for the proposed activities include both internal and external sources of
funding. Funding resources may include:

Categorical funding

Learning Materials, Instructional Equipment and other Grants

General fund allocations for support programs

General fund allocations for salaries of educational administrators, faculty, and student
services and support staff

General fund allocation for faculty and staff development

Basic Skills Initiative Funding

Student Success and Support Program Plan

Annual Plan
College of the Redwoods will use internal resources by shifting emphasis in some programs to
accommodate new and continuing Student Equity and Student Success and Support Program Plan
activities. The College, through its Program Review and Institutional Effectiveness Committee
integrated planning and resource allocation process, will prioritize faculty and staff resources and
funding requests aligned with outcomes which narrow the achievement gap for underrepresented
students.
With regard to external resources; College of the Redwoods will consider the submission of grant
applications to address Student Equity activities. Examples may include:

Carl Perkins

Talent Search Program, U.S. Department of Education

Title III Strengthening Institutions Program, U.S. Department of Education

Title V Hispanic-Serving Institutions Program, U.S. Department of Education

TRIO Student Support Program, U.S. Department of Education National Science Foundation

California Community Colleges Chancellor’s Office Grants
40
Evaluation Schedule and Process
41
Evaluation Schedule and Process
Integration of the Student Equity Plan (SEP) into the College’s planning processes is evidenced by
the Integrated Planning Model. The SEP is created based on planning actions in the Strategic and
Education Master plans. Goals in the SEP support district initiatives, and are broken down into
smaller more manageable planning actions and placed into the institution’s Annual Plan. The Annual
Plan guides the actions of all programs, and includes a common theme (currently persistence) to
unite faculty and staff in working towards a common goal.
See Attachment B. Integrated Planning Model
The Institutional Effectiveness Committee (IEC) assesses progress on strategic objectives and IE
measures, issues annual report on planning process and goal attainment, and makes adjustments in
future actions as needed. The IEC leads the Institutional Planning process by facilitating the
development of the Strategic and Education Master Plans, the Student Equity Plan and other
functional planning documents. The actions of these key planning documents lead to the
development of an Annual Plan. The Annual Plan is developed and communicated to campus in
alignment with Strategic, Student Equity and Education Master planning objectives. The IEC tracks
the progress of these plans, and assesses the plans to inform the process.
Each year, the Student Equity Committee reports on the College’s progress towards narrowing the
achievement gap. An annual report is provided to the Academic Senate, College of the Redwoods
Board of Trustees as well as other key planning committees. The Student Equity Planning
Committee is tasked with producing an Executive Summary report that lists actions that demonstrate
evidence of progress toward achieving specified goals and implementing activities of the Student
Equity Plan. The committee is charged with aligning these initiatives with institutional planning and
college resources including the Student Success Support Program Plan and Basic Skills Initiatives as
well as others. The Student Equity Plan Executive Summary provides an update on any action
identified in Instructional, Student Service and Administrative Program Review, specifically
program plans which demonstrate evidence of narrowing the achievement gap for underrepresented
student populations.
See Attachment A. AP/BP 5300 Student Equity
At the beginning of each semester, parties are reminded of actions specified within the Student
Equity Plan to be initiated or completed for which they have primary responsibility. As part of the
regular evaluation of the Institution’s Annual Plan, the IEC collects the progress made over the
course of the year towards completing planned activities, including any barriers to carrying out the
activities, and a plan to address those barriers. Budgetary constraints are noted. The progress is
reported in the annual Institutional Effectiveness Report, along with an evaluation of stated
outcomes.
In addition to evaluating the specific actions to meet the goals stated in the SEP, student equity
indicators for (1) Access, (2) ESL/Basic Skills Course Completion, (3) Retention and Persistence,
(4) Degree/Certificate Completion, and (5) Transfer will be regularly assessed. Student demographic
and achievement information is disaggregated in the annual and comprehensive program review
datasets. This allows the widest dissemination of equity data for analysis to the campus community
and to the public.
The Student Success Support Program Plan, along with the Student Equity Plan and Basic Skills
Plan will annually ensure that College of the Redwoods has identified strategies to address and
42
monitor equity issues as well as attempts to mitigate any disproportionate impact on student access
and achievement as well as coordinate interventions or services to students at risk of academic
progress or probation.
See Attachment E. Program Review Data Template
43
Attachments
44
Attachment A
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
BP 5300
Number Update only from Board of Trustees Policy No. 537
STUDENT EQUITY
The Board of Trustees, in order to promote student success for all students, directs the
administration to develop a Student Equity Plan for the district. This plan should include, at
minimum:




campus-based research on institutional barriers to equity and campus climate;
goals for access, retention, degree and certificate completion, ESL and basic skills
completion, and transfer for each of the historically underrepresented groups as
appropriate;
sources of funds for activities in the plan; and
a schedule and process for evaluation.
Student equity outcomes should be reported annually to the Board of Trustees.
Former Board of Trustees Policy No. 537, number change only on July 10, 2012
Adopted by the Board of Trustees: November 7, 45
Attachment A
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 5300
STUDENT EQUITY
The District’s Student Equity Plan will include:
•
•
•
•
•
•
•
•
•
•
•
•
Recommended formats for active involvement of constituent groups on campus;
Activities to involve appropriate people from the community who can articulate the
perspective and concerns of historically underrepresented groups;
Campus-based research on student equity indicators based upon operational definitions
provided by the Chancellor’s office and additional indicators operationially defined by
the SEP;
Identification of institutional barriers to equity;
Specific data based goals for access, retention, degree and certificate completion, course
success, English as a Second Language (ESL) and basic skills completion, campus
climate and transfer for each historically underrepresented group;
A framework for implementation of the Student Equity Plan;
Research based activities proven effective to attain data determined goals;
Suggested funding sources for the activities in the plan;
Responsible parties for engaging activities;
A schedule and process for evaluation of progress towards the goals;
An executive summary that describes the groups for whom goals have been set, the goals,
the initiatives that the District will undertake to achieve the goals, the resources budgeted
for that purpose, and;
The District officer or employee who can be contacted for further information.
The President/Superintendent is responsible for the implementation of the Plan. The Student
Equity Plan will be updated every three years. The Student Equity Plan Committee will provide
direction to the program, will identify internal and external funding sources, prioritize activities,
and assess progress towards achieving specified goals and implementing activities. The Student
Equity Plan Committee reports on the progress of the SEP annually to the Board of Trustees, the
Academic Senate and College Council.
The Student Equity Plan Committee Chair shall be appointed by the President / Superintendent
from the membership as stipulated in the Plan:
•
•
•
•
•
•
•
•
•
The President/Superintendent;
College Council Representative;
Chief Instructional Officer;
Chief Student Services Officer;
One Senator of the Academic Senate;
One Multicultural and Diversity Committee Representative;
One representative from the Institutional Research Office;
One Instructional Dean;
One ASCR representative.
46
Attachment A
Reference: Education Code Sections 66030; 66250, et seq.; 72010 et seq.; Title 5, Section 54220
Approved: 11/7/2012
47
Attachment B
Institutional Effectiveness Committee
Assesses progress on strategic objectives and IE measures, assesses integrated planning model, issues annual report on planning process and goal attainment , and makes adjustments in action steps as needed.
The IEC leads the Institutional Planning process by facilitating the development the Strategic, and Education Master Plans and leads work so that an Annual Plan is developed and communicated to campus that aligns with str ategic and education master planning objectives.
The IEC tracks the progress of these plans, and assesses the plans to inform the process.
2013-14 Co-Chairs: Angelina Hill and Kathy Smith
Student Achievement
Trends
Program challenges
and accomplishments
Instructional & Student Development Group (ISD)
Leaders of ISD coordinate programs, activities, policies and near and mid-term
plans across instructional and student development areas. Includes an extension
of topics covered in the integrated planning committee, as well as functions
activities include schedule development, curriculum, enrollment
management, prioritization of divisional resource requests , accreditation,
assessment, program review, distance education and staff development.
Enrollment Management Committee
The EMC, combined with the Basic
Skills Committee and FYE, develops
and carries out a comprehensive
approach to enrollment management
based on recommendations related to
scheduling, instructional and student
support strategies to enhance access,
success, persistence, and goal
attainment of college prepared and
basic skills students.
Program Review
Committee
Mission/
Vision/
Values
This
statement
is the
touchstone
for the
entire
planning
process.
Strategic
Plan
The
Strategic
Plan uses
the Mission
statement
to assess
its status
and
anticipate
future
challenges
Education
Master
Plan
The EMP
drives the
annual
planning
goals and
program
review.
Student
Equity
Plan
The
institution
works
collectively
on equity
goals
through the
annual plan
Annual
Plan
The Program Review
Committee will be
responsible to
maintain a process by
which instructional
and non-instructional
programs
systematically assess
themselves to ensure
currency, relevance,
appropriateness, and
achievement of stated
goals and outcomes.
2013-14 Co-chairs:
Cheryl Tucker & Joe
Hash
2013-14 Co-chairs: Keith SnowFlamer & Bruce Wagner
Program
Improvement
Budget Planning Committee
The BPC, combined with the TPC and FPC allocates the financial,
facility and technology resources of the college in response to
priorities established in the integrated planning process. Maintains
fiscal stability and assures that expenditures are within available
resources. The BPC communicates budget information to the
college community.
Expanded
Cabinet
Chair:
Kathy
Smith
President/
Superintendent
Resources
2013-14 Co-chairs: Lee Lindsey & Michael Dennis
Operations
VPs
Deans
Staffing/
Professional
Development
Personnel
Program Revitalization, Suspension and Discontinuance
Faculty
Prioritization
Routed According
to AP 4021
Assessment Committee
The assessment committee assists faculty and staff in the development and assessment of student learning outcomes (SLOs) at the course, program, and institutional levels.
Members of the committee serve as liaisons to their respective constituent groups regarding the assessment process. They instruct peers on how to coordinate dialogue
sessions, and write and submit assessment reports. The assessment committee also works cooperatively with the program review committee , curriculum committee, ALO,
and the Office of Institutional Research.
2013-14 Co-chairs: Angelina Hill and Assessment Coordinator (Dave Bazard)
48
Attachment C
Student Equity Annual Plan Progress Report| 2013‐2014  Executive Summary The College of the Redwoods Student Equity Plan Committee is tasked with producing an Executive Summary Report that lists actions that demonstrate evidence of progress toward achieving specified goals and implementing activities of the Student Equity Plan. The committee is charged with aligning these initiatives with institutional planning and college resources. Each year, Student Equity Annual Plan is created with action items that are driven by these goals. This document provides an update on any action identified in Program Reviews 2013‐14 specifically Program Plan sections which demonstrate evidence for narrowing the achievement gap for underrepresented student populations which were completed during the 2013‐14 year. Equity Indicator I: Access Initiative Equity Indicator II: Course Completion Initiative SEP.I. 1. Increase Hispanic Enrollment. SEP.I. 2. Increase Black Student Enrollment SEP.II. 1. Increase multiculturalism and awareness. SEP.II. 2. Increase course completion rates for all groups SEP.II. 3. Increase course completion of African American Native American, Pacific Islander, and Hispanic students. SEP.I. 3. Increase Native American Student Enrollment SEP.I. 4. Maintain and/or Increase Enrollment of Traditionally Underrepresented groups SEP.I. 5. Increase Disabled Student Enrollment Equity Indicator III: Degree and Certificate Completions Initiative Equity Indicator IV: ESOL/ Basic Skills Completion Initiative SEP.III. 1. Gather data to better understand barriers to degree/certificate completion SEP.IV. 1. Improve ESOL and Basic Skills Completion SEP.III. 2. Achieve greater rates of completion for equity and other populations Equity Indicator V: Transfers Initiatives SEP.V.1. Increase the numbers of transfer students SEP.V.2.Obtain better transfer data Equity Indicator VII: Campus Climate Initiative SEP.IV. 2. Increase the overall success rates of equity populations SEP.IV.3. Improve data collection and analysis
Equity Indicator VI: Retention Initiative SEP.IV. 1. Improve ESOL and Basic Skills SEP.IV. 2. Increase Black Student Enrollment SEP.IV. 3. Increase Native American Student Enrollment SEP.IV. 4. Maintain and/or Increase Enrollment of Traditionally Underrepresented groups Equity Indicator VIII: Systematic Implementation SEP Initiatives SEP.VII. 1. Improve the campus climate for students from diverse SEP.VIII.1. Continually update, implement and integrate the backgrounds Student Equity Plan COLLEGE OF THE REDWOODS | 2013‐2014
49
Attachment C
2 Annual Plan 2013‐14 Actions Status Report Plan/Indicator/ Initiative Action Status SEP VII.1 EP.5.2.1 Develop a new Multicultural Diversity Center [The Multicultural Diversity Center has been established in the old Lakeview room on the Eureka campus. Ruth Moon is working with the MDC to purchase books and videos for the Center. Marketing and information about the Center remains in progress. Develop a non‐credit or not for credit English for Speakers of Other languages (ESOL) program [Eight new non‐credit ESL course outlines have been developed and approved by the Curriculum Committee. Two certificate course outlines for ESL are planned to be presented to the final curriculum committee meeting of Spring 2014. Non‐credit ESOL courses currently being taught in Fortuna, Loleta, Eureka and Arcata, and main campus. Inquiry is currently being made about starting similar course offerings in rotation in Del Norte and Garberville.] Provide faculty and staff professional development activities which promotes multiculturalism and diversity awareness [Activities this year included: Professional Diversity Social Justice Educator gave keynote address on campus, Mandatory Diversity Training for Administration and Management given, Mental Health Awareness and Suicide Prevention Workshops Given to name a few, film "A New State of Mind: Ending the Stigma of Mental Illness" shown, Queer Student Union and Faculty Club Advisor sponsored and dialogue session on LGBTQ students’ needs] Include equity dimensions in Program Review template. [Student equity data including enrollments success, retention, and completion by equity group, were embedded into instructional program review template.] Include 2012 Student Equity Plan on College of the Redwoods website. In Progress
SEP I.4 SEP IV.1 SEP II.1 SEP VII.1 EP.1.5.1 EP.1.6.1 SEP VII.1 SP.1.6 SEP VII.1 EP.1.6 SEP.II.1. SEP V.2 SEP II.3 SEP VII. 1 Ongoing
Ongoing Completed
Completed
Create a Diversity and Common Ground Requirement. [In March 2014, the Academic Senate In progress
approved the creation of a new CR General Education Requirement, Area E: Multicultural Understanding. Next steps Curriculum Committee approval of courses that meet the criteria for the requirement and inclusion in the 2015‐16 College Catalog.] Analyze activities at the Klamath‐Trinity site that support Native American students and Completed
offer similar support measures at all other sites. [From a conversation with Melissa Ruiz Fall 2013, KT has two grant‐funded programs to support retention of students. The Hoopa Career and Technical Education Program have existed for 19 years in partnership with CR under a MOU. The grant provides student retention services in the form of tuition and fee support, mileage reimbursement, an hourly stipend for attending classes disbursed biweekly, individual and group tutoring, enrollment support, progress reporting, academic advising and education planning, transcript evaluation and related services. The grant is primarily oriented toward vocational training but includes degrees. In the Hoopa Fast Track Program (initiated in September 2012), students enroll in mandatory remedial skill building courses required to be part of the program. The grant focuses on certificate programs in CR’s catalog: small business management, forestry technician, and ECE, plus offers services as part of the grant. Further review is required in order to recommend strategies that may benefit students at other sites in district. ] Provide an annual Diversity and Fellowship Award.
Completed
COLLEGE OF THE REDWOODS | 2013‐2014
50
Attachment C
3 Equity Items Identified in Program Review 2013‐14
Plan/Indicator/ Initiative SEP I.5. SEP I.1. SEP II.1. SEP VII.1. Action Status Technology Services Program Review
Completed
ADA Website Access Compliance Priority 1 & 2 issues addressed on redwoods.edu. The number of ADA compliance issues is now being tracked regularly. Tracking has allowed issues to be identified and addressed on an ongoing basis. Errors determined in ADA compliance were corrected and reduced 30% in the first month of testing See the** 2012 Student Equity Plan Implementation Grid page 59 for activity details. Counseling and Advising Program Review
Completed
Staff participated in LatinoNET Health Fair and other outreach events for the ESL population. Counseling and Advising staff continue to promote a wider distribution of marketing materials in Spanish and English, for the Dream Act and ESL credit and non‐
credit courses. Improvements to the math and English placement process for ESL students were made in 2012‐13. See the** 2012 Student Equity Plan Implementation Grid page 57 for activity details Completed
Enrollment Services Program Review The Veterans Resource Center provides services to increase outreach and support student retention and success by participating in local veterans outreach events (Veterans Stand Down, out‐processing for local Coast Guard station, Veterans Resource Day,). The Veterans Coordinator has presented several staff development activities during Flex Days for staff and faculty to broaden the understanding of issues facing veterans as they transition from military to civilian life. Enrollment Services staff conducted outreach activities to other underrepresented populations including Hoopa, Klamath River Early College of the Redwoods, Expanding Youth Horizon, Basic Life Skills and Baby Steps in Del Norte county. See the** 2012 Student Equity Plan Implementation Grid pages 59 & 66 for activity details SEP I.1. English, ESL, Reading, and Writing Center Program Review Ongoing
Community education ESL courses were developed and are being offered in the Eureka area, on campus as well as off campus. The offering of ESL community education courses in Del Norte and Mendocino are being explored. New ESL Curriculum ESL‐302B approved. ESL 302 B and ESL 101 were offered Spring 2014. However, due to low enrollments were cancelled. The courses are scheduled for Fall 2014. Faculty and staff have been improving outreach, recruitment, and placement processes for these courses. See the** 2012 Student Equity Plan Implementation Grid page 57 for activity details. COLLEGE OF THE REDWOODS | 2013‐2014
51
Attachment D
Summary of Student Equity Plan Goals & Activities 2014-17
Goal A. Access - Increase enrollment of underrepresented students, specifically Hispanic students by
creating a welcoming campus where all students in the community feel welcomed, supported, included
and valued by the College and each other.
Activities/Actions
 Promote and support a Student Multicultural Center.
 Offer sections of Native American Studies (NAS 1), Anthropology 3 Cultural
Anthropology, Geography 2 Cultural Geography and Sociology 9 Introduction to
Women’s Studies.
 Identify Student Equity Plan in the Integrated Planning Model to promote the institutional
commitment to promote student success in mitigation of disproportional impact on
student access and achievement.
 Develop website in Spanish with relevant college information.
 Implement a non-credit pathway at College of the Redwoods Del Norte including ESL
placement, articulation for English for Speakers of Other Languages to for credit courses
or other identified goal.



Offer trainings that support access for underrepresented students
Engage in Community based outreach activities to increase underrepresented students
Install Professional Development Center that will include a Multicultural Center where staff and
faculty obtain information and share best-practices for serving underrepresented students.
Goal B. Course Completion (Retention) - Increase the percentages of first-time, full time students
who return one semester later to take at least one class and increase the percentage of degree –seeking
students who attend for three consecutive semesters, especially African Americans.
Activities/Actions
 Provide diversity awareness in-service training on classroom dynamics and retention and
persistence of underrepresented students.
 Develop Institutional Professional Development Center that includes associate faculty
support and a multicultural and diversity resource for faculty and staff.
 Develop Area E Requirement (Diversity and Common Ground Requirement) with courses that
articulate to Humboldt State University.
Goal C. ESL and Basic Skills Completion - Increase the number of all students, especially
African American, Native American, Hispanic and over 50 year old students who complete a
college level course.
Activities/Actions
 Investigate Early Alert Process to intervene with students who are at-risk.
 Identify intervention strategies for basic skills students on probation.
 Implement a non-credit pathway including ESL placement, articulation for ESL to for
credit courses or other identified goal.
 Provide accurate & current placement information to students regarding Math, English &
52
Attachment D






ESL placement, assessment & service referral information.
Implement assessment/placement process to meet requirements of SSSP.
Develop strategies to promote outreach to ESL students in all classes.
Implement strategies that improve upon English progression of students over 50.
Implement strategies that improve upon English progression of Native American
students.
Develop strategies to increase the number of Hispanic students who progress through
Basic Skills courses.
Develop strategies to increase the number of Foster Youth students who progress through Basic
Skills and/or ESL courses.
Goal D. Degree and Certificate Completion - Increase the percentage of students who
complete a degree, certificate or transfer compared to the number of degree, certificate and
transfer completions for equity and other student populations.
Activities/Actions
 Develop communication management systems to notify students of educational planning
services.
 Increase the number of students who complete degrees and certificates
 Implement student education planning module for students.

Provide ongoing training on classroom strategies specific to the support of African American and
Native American students.

Provide outreach and develop interventions for students at level 2 academic and progress
probation and dismissal.
Goal E. Transfer - Implement initiatives which continue to address disproportionate impact the
rates of college transfer.
Activities/Actions
 Implement student education planning module for students.
 Develop Associate Degrees Transfer (ADT)
53
Attachment E
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t
y
Success
GENDER
Success
Ret
ent
i
on
Femal
e
71%
88%
St
udent
s
16,
546
Mal
e
68%
87%
13,
901
Age
Success
Ret
ent
i
on
24andyounger
67%
87%
18,
725
167
25t
o34
73%
87%
7,
023
93%
124
35t
o49
74%
88%
3,
141
91%
111
50andol
der
75%
88%
1,
559
Ret
ent
i
on
Af
r
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canAmer
i
can 100%
100%
9
Amer
i
canI
ndi
an/
.
.74%
88%
99
Asi
an/
P.
I
.
80%
100%
Caucasi
an
74%
Hi
spani
c
Unknown
Et
hni
ci
t
y
Success
Ret
ent
i
on
Af
r
i
canAmer
i
can 53%
83%
1,
116
Amer
i
canI
ndi
an/
.
.64%
85%
3,
172
5
Asi
an/
P.
I
.
70%
89%
1,
715
88%
384
Caucasi
an
72%
88%
19,
037
78%
88%
32
Hi
spani
c
67%
87%
3,
991
88%
92%
25
Unknown
73%
90%
1,
417
DSPS
Success
Ret
ent
i
on
DSPS
Success
Ret
ent
i
on
Yes
83%
92%
115
Yes
68%
86%
4,
850
No
73%
87%
439
No
70%
88%
25,
598
Engl
i
shPl
aceme.
.Success
Ret
ent
i
on
Engl
i
shPl
aceme.
.Success
Ret
ent
i
on
Basi
cSki
l
l
s
69%
89%
124
Basi
cSki
l
l
s
61%
85%
6,
081
Ot
her
77%
88%
430
Ot
her
72%
88%
24,
367
Mat
hPl
acement Success
Ret
ent
i
on
Basi
cSki
l
l
s
76%
91%
308
Ot
her
74%
85%
246
Mat
hPl
acement Success
Ret
ent
i
on
Basi
cSki
l
l
s
66%
86%
15,
567
Ot
her
73%
89%
14,
881
54