Redwoods Community College District
Student Equity Plan
October 17, 2014
1
STUDENT EQUITY PLAN
Table of Contents
Signature Page
Executive Summary
Student Groups
Goals
Activities
Resources
Campus-Based Research
Overview
Indicator Definitions and Data
Section A: Access / Financial Need
Section B: Course Success and Completion (Retention)
Section C: ESL /Basic Skills Completion and Progression
Section D: Degree and Certificate Completion
Section E: Transfer
Section F: Persistence
Goals and Activities
Overview
Indicator Definitions and Data
Section A: Access
Section B: Course Success and Completion (Retention)
Section C: ESL /Basic Skills Completion and Progression
Section D: Degree and Certificate Completion
Section E: Transfer
Sources of Funding
Evaluation Schedule and Process
Attachments
Attachment A:
Attachment B:
Attachment C:
Attachment D:
Attachment E:
BP/AP 5300 Student Equity
Integrated Planning Model
Student Equity Annual Plan Progress Report 2013-14
Summary of Student Equity Plan Goals and Activities
Program Review Data template
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 Update for 2014-2017 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 Update 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 ensure
that the district has identified strategies to monitor and address equity issues, make effort to mitigate
any disproportionate impact on student access and achievement, and efficiently allocate 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, 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,
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,
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 and building a multicultural curriculum to
increase the retention and persistence of underrepresented students and developing an Institutional
Professional Development Center that provides appropriate support for all employees, including
making available multicultural and diversity resources for faculty and staff.
ESL and Basic Skill 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 student
of African American, Native American, and Hispanic ethnicity, students over 50 year 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 & 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 who transfer to a four institution, specifically for students of African
American and Hispanic American heritage and for students having a multiethnic 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
6
disproportionate impact. To meet this goal, the college will develop a communication 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, CR will implement initiatives that continue to address the disparity in rates of
college transfer. The transfer goal was motivated by the finding that rate 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 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.
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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
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, 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 American Indian 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
Norte
County
Campus Region
Campus
Norte
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
77%
1%
6%
69%
4%
8%
74%
1%
2%
79%
1%
3%
68%
1%
10%
53%
1%
31%
<1%
10%
5%
13%
1%
21%
3%
14%
4%
16%
5%
10%
Female
50%
51%
51%
66%
50%
65%
Source: County statistics - US Census Population 2013 estimatehttp://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 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 American Indians 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’s 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
Non- Foster Difference
Foster
Youth
Foster Youth (Non-F.Y.
– F.Y.)
Youth
#
Youth
%
#
%
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 American Indian, 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
5225
2374
0.45
2010-11
Male
4371
1580
0.36
Female
4772
2306
0.48
2011-12
Male
3783
1566
0.41
Female
4284
1865
0.44
2012-13
Male
3368
1295
0.38
80 Percent Index of Pell Eligible Students by Age
Year
Age
Total
Pell
Pell
Eligible
Eligible
Rate
<25
5067
2086
0.41
2010-11
25-34
2387
1172
0.49
35-49
1278
525
0.41
>50
864
171
0.20
<25
4488
1958
0.44
2011-12
25-34
2225
1213
0.55
35-49
1105
521
0.47
>50
737
180
0.24
<25
4172
1667
0.40
2012-13
25-34
1967
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
6218
2375
0.38
Ratio*
0.78
0.74
0.58
0.81
0.93
0.83
0.98
1.00
13
2011-12
2012-13
American
Indian
Asian
Black/AA
Hawaiian/PI
Hispanic
2 + Races
Unknown
White
American
Indian
Asian
Black/AA
Hawaiian/PI
Hispanic
2 + Races
Unknown
White
566
371
0.66
0.59
244
194
69
982
413
655
5432
542
139
118
40
454
214
269
2267
317
0.59
0.61
0.58
0.46
0.52
0.41
0.42
0.58
0.74
0.67
0.72
0.92
0.83
1.01
1.00
0.67
211
175
50
997
417
534
4727
108
98
22
439
187
197
1793
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 Difference
Youth (Non-F.Y.
– F.Y.)
%
3730
85
73.6%
94.4%
20.8%
1749
42
34.5%
46.7%
12.2%
2602
26
51.3%
28.9%
-22.4%
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B. COURSE SUCCESS and COMPLETION (Retention)
Ratio of the number of credit courses which 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.
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
80 Percent Index of Course Completion by DSPS (2012-2013)
DSPS
Enrollment
District
District
Count
Success
Retention
4,850
0.68
0.86
In Program
25,598
0.70
0.88
Not in
Program
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
Success Ratio
0.97
1.00
Retention
Ratio
0.98
1.00
15
Foster Youth Course Completion & GPA
Foster youth had 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 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
Foster Difference
Youth (Non-F.Y.
– F.Y.)
%
46
NonFoster
Youth
%
69.1%
50.7%
-18.4%
3083
31
60.8%
34.4%
-26.4%
1645
11
32.4%
12.2%
-20.2%
NonFoster
Youth
#
3504
Foster
Youth
#
16
C.
ESL/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 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, (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. American Indians 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
1062
719
0.86
0.58
1.01
1.14
2010- Female 1232
11
Male
932
799
479
0.86
0.51
1.00
1.00
1035
707
0.88
0.60
0.99
1.17
2011- Female 1170
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 1007
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
1316
1144
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
1211
1092
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
1096
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
1113
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
3362
2886
1963
0.86
0.58
1.00
1.00
Basic Skills Progression
With regard to each respective reference groups, 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 American Indians.
80 Percent Index of English Progression Outcomes by Gender (2010/11-2012/13)
Gender
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
1584
980
2564
0.38
1.24
Female
1381
614
1995
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
2218
1273
3491
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 Hispanic Americans
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
4168
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%
3375
53
66.6%
58.9%
7.7%
3629
70
71.6%
77.8%
-6.2%
1781
45
35.1%
59.2%
-24.1%
Foster
Youth
#
21
D.
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 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*
3045
961
0.32
1.36
Female
2501
579
0.23
1.00
Male
Degree/Certificate Completers by Age (2010/11-2012/13)
Age
Degree/Cert
Completers
Seeking Cohort
3096
671
24 and
younger
1534
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
3515
1014
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
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 men
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
88
85
0.28
0.38
0.75
1.00
Transferred Rate
Ratio
159
1.00
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 for 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
10396
4244
0.41
1.11
Female
8301
3049
0.37
1.00
Male
80 Percent Index of Persistence Outcomes by Age (2010/11-2012/13)
Age
Total
Persisted
Persistence Persistence
Rate
Ratio
10330
4230
0.41
1.00
<25
4477
1658
0.37
0.90
25-34
2297
848
0.37
0.90
35-49
1593
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
1261
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
2024
819
0.40
1.05
Hispanic
897
382
0.43
1.10
2 + Races
1515
572
0.38
0.98
Unknown
11895
4602
0.39
1.00
White
We also looked at 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
1692
228
0.87
1.01
Female
2148
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
3029
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
2264
272
0.88
1.00
White
26
Goals and Activities
27
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”
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
Access
Actions to be taken
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.
Responsible
Persons
VP of
Instruction and
Student
Development
(VPISD)
and
Associated
Student CR
Dean Math,
Science,
Behavioral &
Social Science
(MSBSS),
Scheduling
Specialist
Semester
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.
28
Access
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.
Access
Access
Institutional
Effectiveness
Committee,
Student Equity
Planning
Committee
2014-15
By 2014-15, the district’s Integrated Planning
Model will clearly identify the Student Equity Plan
as aligning with the annual institutional planning.
Develop website in Spanish with relevant Web Master,
college information.
Dean
Arts and
Humanities
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.
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.
2015-16
By 2015-16, Del Norte campus will schedule classes
and increasingly enroll students in non-credit ESL
courses.
Basic Skills
Committee,
CR Del Norte,
Director
Business &
Training Center
29
B.
STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION
“Ratio of the number of credit courses that student 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 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.
The course success and completion goal was motivated by the finding 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
Multicultural
and Diversity
Committee
(MDC)
VPISD
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 offered
will be provided in the Professional
Development 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.
30
C.
STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION
“Ratio of the number of students by population group who complete a degree-applicable course after having completed the
final ESL or basic skills course to the number of those students who complete such a final course”
GOAL C. Increase the number of all students, especially African American, Native American, Hispanic over 50 year 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
date will be collected and the number
31
for ESL to for credit
courses or other
identified goal.
Business & Training
Center, Basic Skills
Committee
of students who enroll in ESL who
begin in non-credit ESL and move to
credit ESL courses will increase.
32
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 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.
MDC
Basic Skills
Committee
2015-16
2016-17
By 2015-16, identify approaches such
as outreach across curriculum that
establishes communities to support
ESL students.
By 2016-17, faculty will implement
measures, which promote ESL student
support communities on campus.
33
Basic Skills Completion and
Progression
Implement strategies
that improve upon
English progression of
students over 50.
SSSP
Basic Skills
Committee,
English faculty
2016-17
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
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
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
34
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 student 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.
35
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 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/cert completion.
By 2015-16, the number of
underrepresented students especially
African Americans who persist will
increase.
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.
36
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 the rates of college transfer.
The transfer goal was motivated by the finding that rate 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
Transfer (ADT)
SSSP
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
37
Budget
38
Budget and 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 Initiatives
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
CA Community Colleges Chancellor’s Office Grants
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Evaluation Schedule and Process
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Integration of Equity Plan into College Planning
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, 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, 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
Evaluation Schedule and Process
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) Basic Skills/ESL 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.
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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
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
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Attachments
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