Cabrillo College
Student Equity Plan
[Date]
CABRILLO COLLEGE STUDENT EQUITY PLAN
Table of Contents
Signature Page
Executive Summary
Target Groups
Goals
Activities
Resources
Contact Person/Student Equity Coordinator
Campus-Based Research
Overview
Indicator Definitions and Data
Access
Course Completion (Retention)
ESL and Basic Skills Completion
Degree and Certificate Completion
Transfer
Student Success and Support Program Services
Goals and Activities
Access
Course Completion (Retention)
ESL and Basic Skills Completion
Degree and Certificate Completion
Transfer
Student Success and Support Program Services
Budget
Sources of Funding
Evaluation Schedule and Process
Attachments (Optional)
Cabrillo College Student Equity Plan—2
Cabrillo College
Student Equity Plan
Signature Page
District: Cabrillo College Date Approved by Board of Trustees:
College President:
Vice President of Student Services:
Vice President of Instruction:
Academic Senate President:
Student Equity Coordinator/Contact Person:
Cabrillo College Student Equity Plan—3
Executive Summary
Cabrillo College Student Equity Plan—4
District : Cabrillo Community College
College : Cabrillo College
EXECUTIVE SUMMARY
Education is the most powerful weapon which you can use to change the world.
Nelson Mandela
Using Mandela’s quote as a metaphor, Cabrillo College is Santa Cruz County’s and our region’s
weapon to use for better employment, civic engagement, ending poverty, and closing the
educational achievement gap. Cabrillo College’s Achievement Gap can be attributed to
multiple factors, but the one thing that all groups have in common is poverty. A student’s
economic status may result in multiple barriers, and when you add the academic issue, we are
setting up students for failure before they even arrive at the classroom. To increase a student’s
academic success and to raise the degree completion rates, Cabrillo College is aligning our
efforts in the classroom with those of campus services and grants to improve financial stability.
We believe that economic success and academic success are linked. The whole student must
be addressed in order to increase academic success and degree completion.
In collaboration with our WFSNCC grant and the Student Equity/Student Success Initiative, the
college is developing a series of services that meet the needs of the whole student. Services
will be grouped into four main areas that can be thought of as pillars supporting the entire
strategy.
• Education and employment services: Services that provide students with the skills needed to
obtain and retain employment and to advance in the career of their choice.
• Work and income supports: Services that assist students in accessing public benefits and
other income support in order to increase family economic stability and encourage college
retention and completion.
• Financial and asset building services: Services that improve the financial knowledge of
students, increase their access to savings and wealth-retaining financial products, and
encourage the meeting of both short- and long-term financial goals.

Academic support services: Series of academic services that target at-risk students who
need additional support to increase course-to-course and degree completion.
Although we will be working to assist all students, those who are economically and
academically disadvantaged will be the emphasis. We will be targeting student groups who
have traditionally been disproportionately impacted at Cabrillo College: Hispanic, Former
Foster Youth, and Pell-eligible students (including EOPS, CalWORKS, WIA, Veterans, and
ASC/DSPS students) and students enrolled in Basic Skills and ESL courses.
Student Equity funding will be used to develop educational interventions for these targeted
groups, while WFSNCC grants funds will be used to develop high- and low-touch services and
activities to assist with developing financially stable students.
Cabrillo College Student Equity Plan—5
Goal:
Cabrillo College is fortunate to have a fairly high overall degree and transfer rate compared to
some of our fellow community colleges. According to our Scorecard, 48.8% of our students
earn a certificate, degree, or transfer to a four-year college or university. Those who come to
Cabrillo prepared, ready for college level English or math, complete at a rate of 69.9%. It is
those in the unprepared student category who are the focus of our efforts. Only 39% of this
group completes a degree or transfers. These students come to us underprepared for college
level course work. A strong majority of this student’s group are also Hispanic and economically
disadvantaged.
Our goal is to increase the degree and transfer rate for the target group of students by 10%
each year, slowly closing the achievement gap. We also aim to increase the target group’s
financial stability and thus move them out of poverty and on to becoming contributing
members of our community.
6
Campus-Based Research
Cabrillo College Student Equity Plan—8
District: Cabrillo Community College
College: Cabrillo College
CAMPUS-BASED RESEARCH
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.
ACCESS
Santa Cruz County
Demographic
Cabrillo College
Disproportionate Impact
Reference
Santa Cruz County
Cabrillo,
Group: Santa
80% of Difference from
Population Count Percent Spring 2014 Percent Cruz County Reference 80% of Reference
Total
262,382 100%
12,707 100% Population Data Group Value Group Value
GENDER Female
Male
Unknown
ETHNICITY African-American
American Indian/Alaskan Native
Asian
Hispanic
Multi-Ethnicity
Pacific Islander
Unknown
White, non-Hispanic
AGE 19 or Less
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 +
Unknown
Disability
Economically Disadvantaged
Veterans
131,469
130,913
0
2,304
978
10,658
84,092
7,661
292
0
156,397
67,297
24,391
17,597
16,152
15,918
35,869
85,158
0
23,709
32,239
13,172
50.1%
49.9%
0.0%
0.9%
0.4%
4.1%
32.0%
2.9%
0.1%
0.0%
59.6%
25.6%
9.3%
6.7%
6.2%
6.1%
13.7%
32.5%
0.0%
9.0%
12.3%
5.0%
6,801
5,853
53
157
56
464
4,713
616
28
250
6,423
2,707
4,524
1,723
903
575
818
1,456
1
1,228
8,681
141
53.5%
46.1%
0.4%
1.2%
0.4%
3.7%
37.1%
4.9%
0.2%
2.0%
50.6%
21.3%
35.6%
13.6%
7.1%
4.5%
6.4%
11.5%
0.01%
9.7%
47.4%
1.1%
50.1%
49.9%
N/A
0.9%
0.4%
4.1%
32.0%
2.9%
0.1%
0.0%
59.6%
25.6%
9.3%
6.7%
6.2%
6.1%
13.7%
32.5%
0.0%
9.0%
9.0%
9.0%
40.1%
39.9%
0.0%
0.7%
0.3%
3.2%
25.6%
2.3%
0.1%
N/A
47.7%
25.6%
7.4%
5.4%
4.9%
4.9%
10.9%
26.0%
N/A
7.2%
7.2%
7.2%
13.4%
6.1%
N/A
0.5%
0.1%
0.4%
11.5%
2.5%
0.1%
N/A
2.9%
-4.3%
28.2%
6.1%
-0.3%
-2.9%
-1.0%
4.0%
N/A
2.4%
40.2%
-6.1%
Source: U.S. Census Bureau, 2010; Calif. Community College Chancellors Office (CCCCO) Data Mart; 2012 American Community Survey;
and Cabrillo Financial Aid awards and headcount (18,312) for academic year 2013-14.
Cabrillo College Student Equity Plan—9
District: Cabrillo Community College
College: Cabrillo College
CAMPUS-BASED RESEARCH
B. COURSE COMPLETION. Ratio of the number of credit courses that students by population
group actually complete by the end of the term compared to the number of courses in
which students in that group are enrolled on the census day of the term.
Basic Skills
Completion
EnrollCompment Count letion Count
2013-2014
Cabrillo Total
GENDER Female
Male
Unknown
ETHNICITY African-American
American Indian/
Alaskan Native
Asian
Hispanic
Multi-Ethnicity
Pacific Islander
Unknown
White Non-Hispanic
AGE 1 to 17
18 & 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 +
Unknown
Success
Count
Success
80% of
Difference from 80% of ReferComp-letion
ReferReference
80% of Reference Group
Rate
Success Rate ence Group Group Value ence Group Value
Value
3,212
1,852
1,351
9
58
2,749
1,600
1,140
9
44
1,971
1,164
799
8
21
86%
86%
84%
100%
76%
61%
63%
59%
89%
36%
20
120
2,101
109
10
53
17
113
1,804
89
8
47
14
95
1,251
70
8
37
85%
94%
86%
82%
80%
89%
70%
79%
60%
64%
80%
70%
741
62
1,139
896
349
258
128
229
151
0
627
52
975
754
296
235
100
204
133
0
475
37
620
540
235
195
77
164
103
0
85%
84%
86%
84%
85%
91%
78%
89%
88%
N/A
64%
71%
64%
72%
79%
83%
77%
80%
77%
N/A
X
X
69%
50%
15%
31%
8%
9%
39%
-15%
17%
26%
18%
14%
12%
21%
19%
28%
8%
13%
29%
19%
68%
51%
11%
13%
11%
12%
X
Difference from
80% of Reference
Group Value
73%
5%
-3%
5%
13%
66%
5%
16%
15%
N/A
11%
14%
11%
N/A
Cabrillo College Student Equity Plan—10
COURSE COMPLETION, continued
Non-Basic Skills
Completion
EnrollCompment Count letion Count
2013-2014
Cabrillo Total
GENDER Female
Male
Unknown
ETHNICITY African-American
American Indian/
Alaskan Native
Asian
Hispanic
Multi-Ethnicity
Pacific Islander
Unknown
White Non-Hispanic
AGE 1 to 17
18 & 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 +
Unknown
Success
Count
80% of
Reference
Completion Success Reference Group
Rate
Rate
Group
Value
76,791
39,995
36,586
210
1,156
66,785
34,943
31,652
190
995
55,809
29,760
25,879
170
757
87%
87%
87%
90%
86%
73%
74%
71%
81%
65%
380
2,713
28,975
4,309
165
1,335
323
2,395
24,961
3,727
143
1,192
261
2,085
19,736
3,087
106
1,029
85%
88%
86%
86%
87%
89%
69%
77%
68%
72%
64%
77%
37,758
1,648
20,604
29,176
9,408
4,451
2,831
3,677
4,993
3
33,049
1,483
18,019
24,961
8,122
3,921
2,482
3,263
4,531
3
28,748 88%
1,223 90%
14,599 87%
20,327 86%
6,944 86%
3,420 88%
2,199 88%
2,930 89%
4,164 91%
3 100%
11
X
76%
X
74%
71%
70%
74%
77%
78%
80%
83% X
100%
Success
Difference
from 80% of
80% of
Reference Reference
Group Value Group Value
70%
Difference
from 80% of
Reference
Group Value
60%
17%
21%
16%
11%
21%
5%
15%
18%
16%
16%
17%
19%
8%
16%
7%
11%
3%
16%
70%
61%
17%
15%
13%
14%
15%
15%
16%
73%
7%
4%
3%
7%
10%
11%
13%
67%
N/A
N/A
District: Cabrillo Community College
College: Cabrillo College
CAMPUS-BASED RESEARCH
C. ESL and BASIC SKILLS COMPLETION. Ratio of the number of students by population group
who complete a degree-applicable course after having completed the final ESL or basic skills
course compared to the number of those students who complete such a final course.
Remedial ESL
Group
ALL
GENDER Female
Male
ETHNICITY African American
American Indian/Alaska Native
Asian
Filipino
Hispanic
Pacific Islander
White
AGE < 20 years old
20 to 24 years old
25 to 39 years old
40+ years old
ACCESSIBILITY Received ASC Services
Did Not Receive ASC Services
INCOME Economically Disadvantaged
Not Economically Disadvantaged
2007-2008
Cohort
Cohort
Size
Rate
164 12.8%
101 11.9%
61 14.8%
1 to 9 100.0%
0
N/A
16 12.5%
1 to 9 0.0%
137 10.2%
0
N/A
1 to 9 60.0%
21 23.8%
35 17.1%
70 11.4%
38 5.3%
40.0%
12.0%
18.5%
9.1%
Reference
Group
80% of
Reference Difference from
Group
80% of Reference
Value
Group Value
0.1%
X
12%
90.0%
X
10%
-10.0%
0.2%
50.0%
X
19%
-1.9%
-7.6%
-13.7%
30.4%
X
10%
X
7%
11.2%
For Remedial ESL, disproportionate impact is evident for Filipinos (note small sample size) and ages 20 and older.
80% of
Remedial English
2007-2008
Reference Difference from
Cohort Cohort Reference
Group
80% of Reference
Demographic
Size
Rate
Group
Group
Value
Group Value
ALL
1,483 42.8%
GENDER Female
754 47.1%
X
38%
Male
721 38.0%
0.3%
ETHNICITY African American
32 37.5%
-15.5%
American Indian/Alaska Native
11 27.3%
-25.7%
Asian
41 51.2%
-1.8%
Filipino
34 61.8%
8.8%
Hispanic
677 36.5%
-16.5%
Pacific Islander
17 29.4%
-23.6%
White
603 48.6%
X
39%
AGE < 20 years old
992 48.8%
X
39%
20 to 24 years old
255 31.4%
-7.6%
25 to 39 years old
165 33.9%
-5.1%
40+ years old
71 19.7%
-19.3%
ACCESSIBILITY Received ASC Services
45.6%
11.7%
Did Not Receive ASC Services
42.4%
X
34%
INCOME Economically Disadvantaged
38.8%
1.7%
Not Economically Disadvantaged
46.3%
X
37%
For Remedial English, disproportionate impact is evident for males, students aged 20 and older, African Americans, Asians,
Native Americans/Alaska Natives, Hispanics, and Pacific Islanders.
Cabrillo College Student Equity Plan—13
District: Cabrillo Community College
College: Cabrillo College
ESL and Basic Skills Completion, continued
80% of Difference from
2007-2008
Reference
80% of
Cohort Cohort Reference
Group
Reference
Group
Size
Rate
Group
Value
Group Value
ALL
1,330 32.9%
GENDER Female
727 37.0%
X
30%
Male
593 27.7%
-1.9%
ETHNICITY African American
21 4.8%
-48.2%
American Indian/Alaska Native
19 15.8%
-37.2%
Asian
26 26.9%
-26.1%
Filipino
10 60.0%
7.0%
Hispanic
479 25.7%
-27.3%
Pacific Islander
14 42.9%
-10.1%
White
672 38.2%
X
31%
AGE < 20 years old
675 36.1%
X
29%
20 to 24 years old
315 29.5%
0.6%
25 to 39 years old
221 36.2%
7.3%
40+ years old
119 17.6%
-11.3%
ACCESSIBILITY Received ASC Services
31.8%
5.3%
Did Not Receive ASC Services
33.1%
X
26%
INCOME Economically Disadvantaged
32.6%
6.0%
Not Economically Disadvantaged
33.2%
X
27%
For Remedial Math, disproportionate impact is evident for males, students over 40, African Americans, Native Americans/
Alaska Natives, Asians, Hispanics, and Pacific Islanders.
Remedial Math
Completion
2012-2013
Class
Group
English 100 Foster Youth
Not Foster Youth
Math 152 Foster Youth
Not Foster Youth
Success
Difference
Difference
from 80%
from 80%
80% of
of
80% of
of
Refer- Reference Reference Reference Reference
Enrollment Completion Success Completion Success ence
Group
Group
Group
Group
Count
Count
Count
Rate
Rate
Group
Value
Value
Value
Value
16
1491
14
1922
13
1290
10
1466
7
974
5
895
81%
87%
71%
76%
44%
65%
36%
47%
12%
X
69%
-9%
52%
10%
X
61%
-2%
37%
Cabrillo College Student Equity Plan—15
District: Cabrillo Community College
College: Cabrillo College
CAMPUS-BASED RESEARCH
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.
Completion Overall
Group
2007-2008
Cohort
Size
Cohort
Rate
Difference
80% of
from 80% of
Reference Reference
Group
Group
Reference
Group
Value
Value
1,716
48.8%
895
52.1%
807
45.4%
3.7%
30
36.7%
-16.3%
American Indian/Alaska Native
19
36.8%
-16.2%
Asian
55
61.8%
8.8%
Filipino
27
48.1%
-4.9%
Hispanic
557
37.7%
-15.3%
10
60.0%
7.0%
909
54.9%
X
44%
1,468
51.8%
X
41%
20 to 24 years old
117
26.5%
-14.9%
25 to 39 years old
81
30.9%
-10.5%
40+ years old
49
40.8%
-0.6%
44.6%
5.3%
ALL
GENDER Female
Male
ETHNICITY African American
Pacific Islander
White
AGE < 20 years old
ACCESSI- Received ASC Services
BILITY Did Not Receive ASC Services
INCOME Economically Disadvantaged
Not Economically Disadvantaged
49.1%
45.4%
52.8%
X
X
42%
39%
3.2%
X
42%
For Completion Overall, disproportionate impact is evident for ages 20 and older, African Americans, Native
Americans/Alaska Natives, and Hispanics.
Cabrillo College Student Equity Plan—16
Degree and Certificate Completion, continued
Completion Prepared
Group
ALL
GENDER Female
Male
ETHNICITY African American
American Indian/Alaska Native
2007-2008
Cohort
Size
542
69.9%
283
73.1%
258
66.3%
7.8%
1 to 9
80.0%
27.0%
1 to 9
33.3%
-19.7%
20
75.0%
22.0%
1 to 9
66.7%
13.7%
82
62.2%
1 to 9
100.0%
Asian
Filipino
Hispanic
Pacific Islander
Cohort
Rate
Difference
80% of
from 80% of
Reference Reference
Group
Group
Reference
Group
Value
Value
X
58%
9.2%
47.0%
383
71.5%
X
57%
507
71.8%
X
57%
20 to 24 years old
13
38.5%
-18.9%
25 to 39 years old
13
38.5%
55.6%
-18.9%
-1.8%
White
AGE < 20 years old
40+ years old
1 to 9
For Completion Prepared, disproportionate impact is evident for ages 20 and older, and Native Americans/
Alaska Natives (note small sample sizes).
Completion Remedial
Group
2007-2008
Cohort
Size
Cohort
Rate
80% of
Reference
Reference
Group
Group
Value
Difference
from 80% of
Reference
Group Value
1,174
39.0%
612
42.3%
549
35.5%
1.7%
25
28.0%
-25.0%
American Indian/Alaska Native
16
37.5%
-15.5%
Asian
35
54.3%
1.3%
Filipino
21
42.9%
-10.1%
Hispanic
475
33.5%
-19.5%
1 to 9
55.6%
2.6%
ALL
GENDER Female
Male
ETHNICITY African American
Pacific Islander
X
34%
526
42.8%
X
34%
961
41.2%
X
33%
20 to 24 years old
104
25.0%
-8.0%
25 to 39 years old
68
-3.6%
40+ years old
40
29.4%
37.5%
White
AGE < 20 years old
4.5%
For Completion Remedial, disproportionate impact is evident for ages 20-39, African Americans, Native
Americans, Filipinos and Hispanics.
17
District: Cabrillo Community College
College: Cabrillo College
CAMPUS-BASED RESEARCH
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.
Completion Overall
Group
2007-2008
Cohort
Size
Cohort
Rate
Difference
80% of
from 80% of
Reference Reference
Group
Group
Reference
Group
Value
Value
1,716
48.8%
895
52.1%
807
45.4%
3.7%
30
36.7%
-16.3%
American Indian/Alaska Native
19
36.8%
-16.2%
Asian
55
61.8%
8.8%
Filipino
27
48.1%
-4.9%
Hispanic
557
37.7%
-15.3%
10
60.0%
7.0%
909
54.9%
X
44%
1,468
51.8%
X
41%
20 to 24 years old
117
26.5%
-14.9%
25 to 39 years old
81
30.9%
-10.5%
40+ years old
49
40.8%
-0.6%
44.6%
5.3%
ALL
GENDER Female
Male
ETHNICITY African American
Pacific Islander
White
AGE < 20 years old
ACCESSI- Received ASC Services
BILITY Did Not Receive ASC Services
INCOME Economically Disadvantaged
Not Economically Disadvantaged
49.1%
45.4%
52.8%
X
X
42%
39%
3.2%
X
42%
For Completion Overall, disproportionate impact is evident for ages 20 and older, African Americans, Native
Americans/Alaska Natives, and Hispanics.
Cabrillo College Student Equity Plan—19
TRANSFER, continued
DISABILITY Acquired Brain Injury
2
0
0%
-28%
1
0
0%
-28%
Learning Disabled
56
24
43%
15%
Mobility Impaired
6
1
17%
-11%
20
5
25%
-3%
Psychological Disability
6
2
33%
6%
Speech/Language Impaired
2
0
0%
-28%
1,237
426
34%
X
28%
NO AID RECEIVED
604
240
40%
X
32%
DISADVANTAGED Received BOG (Brd. of Governor) Aid
676
192
28%
-3%
Received Loans
Received Other Financial Aid (Except
BOG or Pell)
Received Pell Grant
52
21
40%
9%
270
84
31%
-1%
463
136
29%
-2%
Received Scholarship
181
77
43%
11%
15
6
40%
8%
43
14
33%
-6%
1,262
606
48%
Developmentally Delayed Learner
Other Disability
None
ECONOMICALLY
(FINANCIAL AID)
Received Workstudy Aid
Cohort Year = Fall 2013; Years to transfer directed = 1 year*
FOSTER YOUTH* Foster Youth
First Time Students - Foster Youth
Status Unknown
X
38%
Grey text box indicates groups with fewer than 10 students in starting cohort. Red bold text indicates disproportionate impact
based on 80% rule. Source: CCCCO Data Mart, Transfer Velocity Cohort Tracker (excludes Foster Youth & FY comparison)
*Foster Youth Source: SOFIA Faculty Inquiry System; due to lack of availability of Foster Data prior to Fall 2013 and short time-totransfer window, counts are based on "Transfer Directed" figures, not actual transfer counts. Transfer directed = students who
successfully completed transfer-level math or English at Cabrillo.
20
District: Cabrillo Community College
College: Cabrillo College
CAMPUS-BASED RESEARCH
F. STUDENT SUCCESS and SUPPORT PROGRAM SERVICES. The effect of the requirements
related to mandatory participation of new students in SSSP services and enrollment priority
on indicators A-E above, as well as the loss of Board of Governors (BOG) fee waiver of new
students.
Cabrillo College Student Equity Plan—21
Goals and Activities
Cabrillo College Student Equity Plan—22
GOALS AND ACTIVITIES
A.
STUDENT SUCCESS INDICATOR FOR ACCESS
“Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the
community serve”
TARGET POPULATIONS: Hispanic, Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and
WIA, students) and students enrolled in Basic Skills and ESL courses.
GOAL A.1 Increase the number of students who place into upper level basic skills math and English courses or college level courses using Multiple
Measures (specifically high school course completion and grades).
ACTIVITY A.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Develop a pilot program that will be similar to Long Beach City College’s assessment process that places students in initial math and English courses
using high school course completion and grades. The pilot will be conducted in spring 2014 with Watsonville and Pajaro Valley high schools. The
schools have similar demographics, are in the same school district, and have identical curriculum. Using LBCC as a guide, we will develop a rubric
that will make it easy for staff to determine course placement. Example: Four years of high school math and completing specific courses with a
grade of B or better will place a student in a specific course at Cabrillo. Target date: starting Spring 2015. Responsible person: Assessment
Coordinator/Dean of Counseling and Educational Support Programs.
EXPECTED OUTCOME A.1. Our research indicated that there is a disproportionate impact on Hispanic students in course placement at Cabrillo. We
believe that through this pilot program Hispanic students will initially be placed into higher level math courses and will need to take fewer basic
skills courses. We believe that students’ completion rates in course to course, semester to semester will increase.
Cabrillo College Student Equity Plan—23
District : Cabrillo Community College
College : Cabrillo College
GOAL A. (Continued)
GOAL A.2 Increase by 10% the number of Hispanic, Former Foster Youth, First Generation, and Economically disadvantaged students enrolled at
Cabrillo College.
ACTIVITY A.2.1 Cabrillo College has revamped its Outreach program. With the hire of a new Outreach Specialist and an Outreach Program
Coordinator, and starting a Student Ambassador program, the college will aggressively recruit target groups to the college. We are developing new
programs that we can deliver at the high schools to attract new Hispanic students; new Spanish language brochures targeting parents; hiring
current students, who are themselves members of these target groups, to meet with prospective students and their families to talk about
attending college; and enhancing relationships with community groups and agencies that work with target populations (example: CASA, Encompass
Santa Cruz, Santa Cruz Probation, etc.). Target date: Fall 2014 Responsible person: Outreach Specialist/Dean of Students.
EXPECTED OUTCOME A.2.1 We expect to see a 10% increase in the number of students in the target populations who will enroll at Cabrillo
College.
ACTIVITY A.2.2 Outreach and Support to Former Foster Youth. Through a private donation and a multi-year Career Ladders grant, we have an
active outreach program to Former Foster Youth. Our program, Fostering Independence, works with local agencies that service Foster Youth,
public and private, to encourage current youth to enroll at Cabrillo College. Through this outreach we have significantly increased the number of
youth enrolled in the past year. We also provide intrusive supportive services to increase semester to semester completion and degree and
certificate completion. Target Date: Fall 2014 Responsible Person: Foster Youth Coordinator/Dean of Students/Outreach Specialist.
EXPECTED OUTCOME A.2.1 Increase by 10% the number of Former Foster Youth enrollment at Cabrillo College and increase the degree and
transfer completion rate by 10%.
Cabrillo College Student Equity Plan—24
District : Cabrillo Community College
College : Cabrillo College
GOALS AND ACTIVITIES
B.
STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION
“Ratio of the number of credit courses that students by population group actually complete by the end of the term compared to the number of courses in which
students in that group are enrolled on the census day of the term”
TARGET POPULATIONS: Hispanic, Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and
WIA, students) and students enrolled in Basic Skills and ESL courses.
GOAL B. Increase the number of students who successfully complete one semester of course(s) and continue on to the next semester.
ACTIVITY B.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Supplemental Instruction (SI) is peer-facilitated group tutoring that has been shown to increase student success through improvement in course
success rates and also in study skills which have a positive impact on subsequent classes. SI sessions are held once or twice a week, usually for 1 to
1.5 hours per session, where students review difficult concepts from the class. The sessions are facilitated by Supplemental Instruction leaders. SI
leaders are students who have completed the course at a mastery level and attend class sessions, promote the Supplemental Instruction sessions
with students in the class, and coordinate with the instructor about topics to review in the SI sessions. The resources needed for an SI program
include a student assistant hourly budget, a full time SI coordinator which can be a classified position, classroom space, and supplies for the SI
sessions. Target Date: Fall 2015 Responsible Person: Dean of Education Centers & Online and Innovative Learning/Basic Skills faculty.
ACTIVITY B.2
Develop a “See Something, Say Something, Do Something” campaign to give faculty and staff resources to help connect students to Cabrillo and
increase student retention. The campaign will be based on the RR’s Student Support (Re)defined research and offer simple ways that faculty and
staff can intervene and refer students to get the support they need; from tutoring assistance to finding them a place to live.
Cabrillo College Student Equity Plan—25
EXPECTED OUTCOME B.1.1 Increase by XX% the number of target population students who successful complete one semester of course(s) and
continue to enroll in the following semester.
Cabrillo College Student Equity Plan—26
District : Cabrillo Community College
College : Cabrillo College
GOAL B. (Continued)
Sample Plan—28
District : Cabrillo Community College
College : Cabrillo College
GOALS AND ACTIVITIES
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”
TARGET POPULATIONS: Hispanic, Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and
WIA, students) and students enrolled in Basic Skills and ESL courses.
GOAL C. Increase by 10% a year the number of students who successfully complete basic skills courses and move on to college level math and
English courses.
ACTIVITY C.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Supplemental Instruction (SI) is peer-facilitated group tutoring that has been shown to improve student success through improvement in course
success rates and also improved study skills that have a positive impact on subsequent classes. SI sessions are held once or twice a week, usually
for 1 to 1.5 hours per session, where students review difficult concepts from the class. The sessions are facilitated by Supplemental Instruction
leaders, students who have completed the course at a mastery level and attend class sessions, promote the Supplemental Instruction sessions with
students in the class, and coordinate with the instructor about topics to review in the SI sessions. The resources needed for an SI program include a
student assistant hourly budget, a full time SI coordinator which can be a classified position, space and supplies for the SI sessions. Target Date:
Fall 2015 Responsible Person: Dean of Education Centers & Online and Innovative Learning/Basic Skills faculty.
ACTIVITY C.2
Summer Math Camp (Canada Model)
Math Jam Program is a one-week intensive math treatment that offers Cabrillo College students the opportunity to improve their Placement Test
results in Mathematics and/or prepare for math courses that they will be taking. The mission of the Math Jam is to help students complete their
Associates Degrees and/or transfer requirements in less time than previously possible,especially students whose initial placement is in Basic Skills
math courses and students intending to major in Science, Technology, Engineering, or Mathematics (STEM) fields who placed into a college math
Cabrillo College Student Equity Plan—29
course below pre-calculus and who want to advance to the next math level by scoring higher on the Math Placement Test at the end of Math Jam.
Target Date: Summer 2015 Responsible Person: Division Dean, Natural and Applied Sciences, Math faculty/STEM Coordinator.
Cabrillo College Student Equity Plan—30
District : Cabrillo Community College
College : Cabrillo College
GOAL C. (Continued)
EXPECTED OUTCOME C.
10% increase in the number of students in completing Basic Skills courses and moving on to college level math and English. It will also help
students complete degrees and certificate and transfer less time. Math Jam will increase by one placement level a student’s math course initial
placement.
Cabrillo College Student Equity Plan—32
District : Cabrillo Community College
College : Cabrillo College
GOALS AND ACTIVITIES
D.
STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE COMPLETION
“Ratio of the number of students by population group who receive a degree or certificate to the
number of students in that group with the same informed matriculation goal”
TARGET POPULATIONS: Hispanic, Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and
WIA, students) and students enrolled in Basic Skills and ESL courses.
GOAL D. Increase the number of target population students who successfully complete a degree or certificate at Cabrillo College effectively closing
the achievement gap. Goal is to also help meet the requirement set by the California Community College Board of Governors to increase the
number of college graduates by 50% by 2020.
ACTIVITY D.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Institutionalize the use of the “Instructors Toolkit and Best Practices to Facilitate Student Success” and the Faculty Consolation Network among all
instructional and student service faculty. Faculty Senate has developed an excellent set of tools and process designed to increase the quality of
teaching and learning at Cabrillo College. Desire is to have wide spread participation in the Faculty Consolation Network and Toolkit to increase
student success. The Toolkit provides the instructors with tips on how to have conversations with their classes about majors (programs of study),
careers and the importance of having a Student Educational Plan (Student Planning). Target Date: Spring 2015 Responsible Person(s):
Professional Development Committee, Faculty Senate.
ACTIVITY D.2
Required Education Planning Workshops and a CG 51 course. Cabrillo now requires all new students to complete an Education Planning workshop
and all new direct from high school students to take a CG 51 Intro to College course. These are designed to introduce the importance of having an
Ed Plan, how to develop a plan, and choosing a specific program of study (major). Target Date: Spring 2014 Responsible Person(s): Dean of
Counseling and Educational Support Programs.
ACTIVITY D.3
Cabrillo College Student Equity Plan—34
New Student Cabrillo Connects Amigo/a Program. Develop a pilot program that assigns every new student in target populations to a volunteer
faculty or staff member to be their “point person.” This point person is the student’s assigned go-to person to help them navigate our systems.
GOAL D. (Continued)
Similar to mentoring, this Cabrillo employee checks in with the student periodically throughout the semester and is their connection to the college.
The Amigo helps with referrals, tips, and connections to key support areas and classroom faculty. Using the Student Retention module in
Colleague, we can use technology to send key messages throughout the term to assist with the connection. Target Date: Fall 2015 Responsible
Person(s): Vice President, Student Services.
EXPECTED OUTCOME D Increase by 15% each year the number of target population students who complete a degree or certificate; and increase
the overall completion rate by 10% each year.
Cabrillo College Student Equity Plan—35
District : Cabrillo Community College
College : Cabrillo College
GOALS AND ACTIVITIES
E.
STUDENT SUCCESS INDICATOR FOR TRANSFER
“Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in
mathematics or English to the number of students in that group who actually transfer after one or more (up to six) years”
TARGET POPULATIONS: Hispanic, Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and
WIA students) and students enrolled in Basic Skills and ESL courses.
GOAL E. Increase the number of target student populations who transfer to and enroll in a university or college to complete a bachelor’s degree.
ACTIVITY E.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Institutionalize the use of the “Instructors Toolkit and Best Practices to Facilitate Student Success” and the Faculty Consolation Network among all
instructional and student service faculty. Faculty Senate has developed an excellent set of tools and process designed to increase the quality of
teaching and learning at Cabrillo College. Desire is to have widespread participation in the Faculty Consolation Network and Toolkit to increase
student success. The Toolkit provides the instructors with tips on how to have conversations with their classes about majors (programs of study),
careers, and the importance of having a Student Educational Plan (Student Planning). Target Date: Spring 2015 Responsible Person(s):
Professional Development Committee, Faculty Senate.
ACTIVITY E.2
Baskin Girls in Engineering. A summer engineering program designed for female students entering 6th - 8th grades who want to learn more about
the role engineers and engineering plays in our lives. This program is aimed at fostering female students' interest in engineering as an innovative,
creative, and exciting field that shapes our lives. Students will engage in hands-on learning experiences in all areas of engineering designed to
nurture their natural curiosity and will apply their creativity to solve engineering design challenges. Baskin Girls in Engineering at Cabrillo College
hopes to inspire female students to explore all fields of engineering: civil, structural, mechanical, aerospace, aeronautical, biomedical, electrical,
software, computer, industrial, and chemical. Target Date: Summer 2015. Responsible Person(s): Engineering Department faculty and staff.
Cabrillo College Student Equity Plan—37
EXPECTED OUTCOME E.1.1 An increase in the overall transfer rate of both target populations and the college’s total population.
Cabrillo College Student Equity Plan—38
District : Cabrillo Community College
College : Cabrillo College
GOAL E. (Continued)
Cabrillo College Student Equity Plan—40
District :
College :
GOALS AND ACTIVITIES
F.
STUDENT SUCCESS AND SUPPORT PROGRAM SERVICES
“The effect of the requirements related to mandatory participation of new students in SSSP services and enrollment priority on indicators A-E
above, as well as the loss of Board of Governors (BOG) fee waiver of new students.”
TARGET POPULATIONS: Hispanic, Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and
WIA students) and students enrolled in Basic Skills and ESL courses.
GOAL F. Beyond the requirement for all new students to complete Assessment, Orientation, and Educational Planning, Cabrillo College will
develop a comprehensive follow-up system that will allow the college to respond to multiple academic and personal issues that may be barriers to
degree and transfer completion. Using the Student Retention module in Colleague, a process will be developed to identify and intervene with
students who are having personal and academic challenges
ACTIVITY F.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
In collaboration with our WSFNCC grant the college will develop a series of services that meet the needs of the whole student. Services will be
grouped into four main areas that can be thought of as pillars supporting the entire strategy.
• Education and employment services: Services that provide students with the skills needed to enter and retain employment and advance in the
career of their choice.
• Work and income supports: Services that assist students in accessing public benefits and other income supports in order to increase family
economic stability and encourage college retention and completion.
• Financial and asset building services: Services that build the financial knowledge of students, increase their access to savings and wealthretaining financial products, and encourage the meeting of both short- and long-term financial goals.
Sample Plan—42

Increase intensive follow-up services: Through an integrated system that allows us to track students who are having academic and personal
difficulties.
College will implement a combination of “high-touch” services that provide individualized services for students such as financial coaching and “lowtouch” services that are less intensive yet reach a wider number of students, such as a financial planning module in a required student success
course. Also: Financial literacy workshops, including financial and asset building; FAFSA completion workshops; workshops to assist with public
benefits; career decision making and job readiness workshops; and develop community partnerships to support successful employment for
disadvantaged populations.
Target Date: Spring 2015 Responsible Persons: Vice President, Student Services, Director of Fast Track to Work (WFSNCC Grant), Dean of
Counseling and Educational Support Programs.
EXPECTED OUTCOME F.1. Increase the financial stability to Cabrillo’s target populations to remove barriers beyond the classroom that are
hindering their educational success.
ACTIVITY F.2
Implement the Student Retention Module within Colleague and develop a process to identify and follow up with students facing personal and
academic challenges. Target Date: Spring 2015 Responsible Person: Vice President, Student Services.
EXPECTED OUTCOME F.2 Increase Cabrillo College’s staff and faculty’s ability to identify and intervene with students who are facing challenges
that may negatively affect their ability to complete a course, a semester, or a degree, certificate or transfer.
Cabrillo College Student Equity Plan—43
Budget
Cabrillo College Student Equity Plan—45
District : Cabrillo Community College
College : Cabrillo College
SOURCES OF FUNDING
Student Equity Funds: ($591,262)
Goal
A
A
A
B
B-C
C
D
A-F
A-F
A-F
A-F
TOTAL
Funded Item
Outreach
75% Foster Youth/Veterans Support
Program Coordinator (salary and benefits)
Assessment Pilot
Retention Campaign
Supplemental Instruction
Summer Math Jam
Cabrillo Connect Amigo/a Pilot Program
Director of Student Equity and Success
(salary and benefits)
Research Support
Equity Counselor (salary and benefits)
11% of Counselors salaries for intervention
Amount
$5,000
$75,000
$5,000
$2,000
$45,000
$25,000
$7,000
$120,000
$30,000
$110,000
$165,406
$589,406
WSFN grant: ($100,000 a year for 3 years)





Financial Literacy workshops, including financial and asset building
FAFSA Completion workshops
Workshops to assist qualified students in obtaining public benefits
Job Readiness workshops
Build community partnerships to support successful employment for economically disadvantaged
populations
Former Foster Youth Donation and Career Ladders grant: ($125,000)
The Cabrillo College Foundation received a donation in the amount of $100,000 (2014-2015)
from an anonymous donor to support and mentor Cabrillo College Former Foster Youth. We
have an additional $25,000 from a Career Ladders grant for student support.
This donation and grant allows us to:



Award scholarships and stipends to foster youth
Provide outreach and transition services
Staff and support coordination
Cabrillo College Student Equity Plan—46
Evaluation Schedule and Process
Cabrillo College Student Equity Plan—47
District : Cabrillo Community College
College : Cabrillo College
EVALUATION SCHEDULE AND PROCESS
Cabrillo College Student Equity Plan—48
Attachments
Cabrillo College Student Equity Plan—49
ATTACHMENTS
Cabrillo College Student Equity Plan—50
REFERENCES
California Community Colleges Student Support Task Force (2012). Advancing student success in the
California Community Colleges: Recommendations of the California Community Colleges Student
Success Task Force.
Uniform Guidelines on Employee Selection Procedures (1978); 43 FR 38295, (August 25,1978); 29 CFR
Part 1607.
MDC Working Families Success Strategy College Implementation Guide: www.wfsncollegeguide.org
Cabrillo College Student Equity and Success Committee Resource List (website):
http://www.cabrillo.edu/services/studserv/StudentSuccessSteeringCommittee.html
Studies on Accelerated Learning
 Lays out the problem:
http://www.carnegiefoundation.org/developmental-math
 From the Community College Research Center at Columbia University:
http://ccrc.tc.columbia.edu/publications/acceleration-through-holistic-support-model.html
http://ccrc.tc.columbia.edu/presentation/lessons-learned-from-five-years-of-developmentaleducation-acceleration.html
http://ccrc.tc.columbia.edu/publications/ccbc-alp-student-outcomes-follow-up.html
http://ccrc.tc.columbia.edu/publications/accelerating-academic-achievementdevelopmental-education.html?UID=867
http://www.learningworksca.org/changingequations/
 MDRC Evaluations:
http://www.mdrc.org/publication/fast-forward
http://www.mdrc.org/project/developmental-education-initiative#featured_content
 Carnegie Foundation for Advancement of Teaching:
http://www.carnegiefoundation.org/quantway
http://www.carnegiefoundation.org/statway
 Recent Inside Higher Ed Article:
The statistics from the following article about an accelerated math program at Los Medanos
College includes the ACE Program there:
http://www.insidehighered.com/news/2013/10/21/california-community-colleges-cautiousexperiment-accelerated-remediation
Guidelines Attachment 1
Best Practice and Student Success at Cabrillo (Power Point)
Dr. Ian R. Haslam
A Matter of Degrees: Promising Practices for Community College Student Success
OECD reviews of vocational education and training; Learning for Jobs
The Path to Quality Teaching in Higher Education
STUDENT SUCCESS SUMMIT September 2013
Guidelines to Boosting Student Success
The Case for On-Time Registration
Updating the Traditional Academic Advising Model for the 21st Century
Learning, Teaching, and College Completion
The Completion Agenda: To What End?
Keynote: The Completion Agenda
Cabrillo College Implementation of Student Success Initiative
Why Poor Students' College Plans 'Melt' Over The Summer
NPR
Local Interpretation of the Scorecard
Planning & Research Office
Cabrillo's SSTF Progress Chart
Cabrillo Timeline for Implentation of SB 1456
Using Student Voices to Redefine Support (Power Point)
Kathy Booth, Darla Cooper, Kelley Karandjeff, Michael Large, Nathan Pellegrin, Rogeair Purnell,
Diane Rodriguez-Kiino, Eva Schiorring, & Terrence Willet
CSSO Spring Institute, March 14, 2012 - Supporting Student Success: A vision for evidence-based
reform (PowerPoint)
Melinda Mechur Karp, Ph.D.
Notes from February 2013 Flex Week Session on Student Success
Notes from February 19, 2013 Faculty Senate
Implementation of Student Success Task Force Recommendations Progress Chart from January 7, 2013
Board of Governors Meeting
Student Success Act Implementation Update (2Mb PowerPoint)
Linda Michalowsky, Vice Chancellor, CCCCO
& Sonia Ortiz-Mercado, Dean of Students, CCCCO
Guidelines Attachment 2
Student Success Update (1.1Mb PowerPoint)
Patrick Perry, Vice Chancellor, CCCCO
Setting Our Sights (307K PowerPoint)
Kathy Booth, Executive Diretor, RP Group
CCCCO Student Success Web Site
Timeline for Implementation
Guidelines Attachment 3
Guidelines Attachment 4
Student Equity and Student Success Programs
This chart is an attempt to provide a comprehensive list of programs that are working to close
the achievement gap and increase student success at Cabrillo College. Programs have a variety
of funding sources; not just Student Equity or SSSP funding. Everyone is working hard for
students.
Student Equity Target Populations: Hispanic, Former Foster Youth, Veterans, ASC/DSPS, Pelleligible students (including EOPS/CARE, CalWORKS, and WIA, students) and students enrolled in
Basic Skills and ESL courses.
Program
Supplemental
Instruction (new)
Target Population
Basic Skills (under
prepared)
Funding Sources*
SE
Summer Math Jam
(new)
WSFNCC (new)
Basic Skills (under
prepared)
Economically
disadvantaged
students (1st yr target
pop.-CalWorks,
EOPS/CARE, Foster
Youth, WIA)
New High School
Students from South
County (Hispanics)
Hispanic Students
SE
Ed Plan Workshops
All new students
SSSP,GF
Baskin Girls in
Engineering
Assessment Pilot
(new)
Women in STEM
BG
Hispanic Students
SE
Outreach to At-Risk
Youth (retooled)
Hispanics, Foster
Youth, women in
STEM, Educationally
and Economically
disadvantaged
SE, CF, GF, Perkins
New Student Amigo
Program (new, pilot)
Retention Campaign
(new, pilot)
WFSNCC grant
(Achieving the
Dream)
Responsible Person(s)
Dean of Innovative
Learning, Deans of
NAS & BELA, Basic
Skills Coordinator
Dean of NAS, Math
Faculty
Director of Fast Track
to Work
SE
Vice President,
Student Services
SE
Vice President,
Students; Dean of
Students
Dean of C&ESS,
Director of Counseling
Engineering Faculty
and Staff
Dean of C&ESS,
Assessment
Coordinator
Dean of Students,
Outreach Specialist,
Outreach Program
Coordinator, Learning
Communities
Coordinator
Fostering
Independence
Foster Youth
SE, CCF, CLG
Probation/Dismissal
Workshops
Students not making
satisfactory progress
toward a
degree/certificate
Economically
Disadvantaged &
disabled students
Degree/Certificate
Completion and
Transfer students
Economically and
Academically at risk
students
All Students
SSSP, GF
EOPS/CARE, FTTW
(CalWorks/WIA), ASC
Faculty Consultation
Network and Toolkit
Follow-up (Early
Alert) (new)
CAT
GF
Dean of Students,
Foster Youth Program
Coordinator
Dean of C&ESS,
Director of Counseling
Dean of C&ESS,
program faculty and
staff
Faculty Senate
SSSP/GF
Vice President,
Students Services
SSSP, GF
Dean of C&ESS
Veterans
SE, GF, CCF, VA
Basic Skills Initiative
(BSI)
Basic Skills students
CAT
Academy of College
Excellence (ACE),
STARS, PUENTE,
Learning
Communities
Basic Skills students
GF
Women’s Educational
Success (WES) &
Emergency
Loan/Grant Program
Economically
disadvantaged
students
CCF, ASCC
Cabrillo Advancement
Program (CAP)
Hispanic and
Economically
disadvantaged youth
Economically
Disadvantaged
Students
CCF
Dean of Students,
Veterans Program
Coordinator
Vice President,
Instruction, BSI
coordinator
Vice President,
Instruction, Dean of
Innovative Learning,
Learning
Communities
Coordinator
Executive Director of
the Cabrillo College
Foundation, Vice
President, Student
Services, WES
Advisors
Dean of Students,
CAP Counselor
Student Planning
(electronic Ed Plans)
Veterans Resource
Center
Financial
Aid/Scholarships
DOE, CCF, ASCC
Director of
Enrollment Services,
Assistant Director of
Financial Aid
Tutoring. Math
Center, Writing
Center, STEM Center
Cabrillo Food Pantry
Borrow a Book
Student Support
Conference Team
All Students in need
of academic
assistance
Economically
Disadvantaged
Students
Economically
Disadvantaged
Students
Students in Distress
GF, CCF, ASCC, TV
ASCC, CCF
Tutoring Coordinator,
Math. Writing &
STEM Coordinators
Dean of Students
ASCC
Dean of Students
GF
Dean of Students
*Funding source abbreviation key:
SE-Student Equity; SSSP-Student Success and Support Programs; GF-General Fund; WFSNCC, Working Families
Success Network Community Colleges grant; T5-Title V; BG-Baskin Foundation Grant; CF-Community Foundations;
CCF-Cabrillo College Foundation; Perkins-Perkins Grant; CAT-State categorical funds; CLG-Career Ladders Grant;
VA-Veterans Administration; ASCC-Associated Students of Cabrillo College; DOE-US Department of Education; TVTitle V grant;