Cabrillo College
Student Equity Plan
January 12, 2015
District: Cabrillo College
College: Cabrillo College
CABRILLO COLLEGE STUDENT EQUITY PLAN
Table of Contents
Signature Page ....................................................................................................................... 3
Executive Summary................................................................................................................ 4
Target Groups
Goals
Activities
Resources
Contact Person/Student Equity Coordinator
Campus-Based Research ........................................................................................................ 9
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.............................................................................................................. 30
Access
Course Completion (Retention)
ESL and Basic Skills Completion
Degree and Certificate Completion
Transfer
Student Success and Support Program Services
Budget ................................................................................................................................. 43
Sources of Funding
Evaluation Schedule and Process ......................................................................................... 45
Attachments ........................................................................................................................ 48
Cabrillo College Student Equity Plan
2
District: Cabrillo College
College: Cabrillo College
Cabrillo College
Student Equity Plan
Signature Page
Cabrillo College Student Equity Plan
3
District: Cabrillo College
College: Cabrillo College
Executive Summary
Cabrillo College Student Equity Plan
4
District: Cabrillo College
College: Cabrillo College
EXECUTIVE SUMMARY
"In a learning organization, the journey never ends." -- John Tagg
Major Findings and Directions
The complementary state mandates addressing student success, basic skills, and student equity offer Cabrillo
College an extraordinary opportunity to transform the college and improve on its efforts to serve its students.
The Student Success and Equity Committee (SSEC), using the data generated by Cabrillo's Planning and Research
Office, has identified the following target groups for the first round of student equity efforts.
•
•
•
•
•
•
•
Latino/a students
African-American students
Native American students
Current and Former Foster Youth
Veterans
Students in need of accessibility services (ASC/DSPS)
Low-income students
All of the five success indicators that the SSEC reviewed – access, course completion, basic skills, certificate and
degree completion, and transfer – are addressed in the goals and programs outlined in this report. At the same
time, the college has decided to focus on two specific success indicators – 1) Basic Skills sequence completion
and 2) overall college course completion rates - for the 2014-15 to 2016-17 planning period. 1
Quantifiable Three-Year Goals:
1. The college will improve the course completion rates among disproportionally impacted groups
promoting them from ”great concern” or “concern” to “moderate concern” or “no concern area from
2014 to 2017.
2. The college will raise the Basic Skills sequence completion rates among disproportionally impacted
groups according to the degree of concern they have from 2014 to 2017.
Goals:
A. Student Success Indicator For Access
Increase the number of students who place into upper level basic skills math and English courses or college
level courses using multiple measures including but not limited to college placement test scores, high school
course completion, high school grades, and high school standardized test scores.
Increase the volume of re-entry (35+ years old) and Veteran students, Latinos, Current and Former Foster
Youth, First Generation, and economically disadvantaged students enrolled at Cabrillo College into learning
communities.
B. Student Success Indicator For Course Completion
Increase the number of African American, Latino, American Indian and Current and Former Foster Youth (2039 years old) who successfully complete one semester of course(s) and continue on to the next semester.
C. Student Success Indicator For ESL and Basic Skills
1
In producing this document the college has benefited from a draft of the Equity Plan for Foothill College that was shared on the ASCCC website.
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Increase the number of African American, American Indian, Latino and Filipino students (18-25 years old)
who successfully complete basic skills courses and move on to college level math and English courses.
D. Student Success Indicator For Degree and Certificate Completion and Transfer
Increase the number of African American, American Indian, Latino and Filipino students who successfully
complete degree or certificate at Cabrillo College effectively closing the achievement gap. The 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.
E. Student Success Indicator For Transfer
Increase the number of American Indian, Filipino, Latino, Current and Former Foster Youth, Mobility
Impaired, BOG Aid receivers (20-39 years old) who transfer to and enroll in a university or college to
complete a bachelor’s degree.
F. All Student Success Indicators: Our Additional Campus Commitment
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 and encourage them to continue their education
as the gateway to move out of poverty.
Broader College Vision for Student Equity
There are two approaches that the college will take to improve access, course completion, certificate or degree
completion, and transfer. One goal is to increase the reach of existing successful student equity programs and
services on campus to support more students and to make that support more strategically delivered. The other
more comprehensive goal is to effect a transformation of the college culture so the student equity initiatives
involve every employee in the district. This will be a transformation for Cabrillo to a “Learning College,” one that
embodies a culture of inquiry to increase equity for students in all learning environments. Such a transformation
engages the entire college community, cultivates leadership, is at the center of our current professional
development efforts (Cabrillo Connects), and leads to a broad base of understanding, support, and participation
in the college’s student equity and success efforts. The underlying tenet is that every member of the college
community can contribute to our efforts to increase student equity at the college. This transformational project
that centers on professional development is referred to as Pathways and Pedagogy.
Rationale:
Virtually all of the educational research over the past several years indicates that substantive improvements to
colleges do not happen as a result of piecemeal changes. Some have translated this directive as “Go big or go
home,” and others simply argue that “business as usual” has not adequately served whole populations of
students over the years. 2 Indeed, the “Crosswalk” guidelines from the Chancellor’s Office have guided the SSEC
toward these kinds of institutional commitments. 3 Our conversations have led us to grapple with the kinds of
challenges that require a level of fundamental change in the way our college addresses issues of student equity.
Some of the questions from the “Crosswalk” that we have found especially provocative include:
2
Among the proponents and sources advocating for this sort of broad-based approach are Terry O’Banion, Francisco Rodriguez, John Tagg, the RP Group,
the speakers at the ASCCC Training on Equity Plans in September of 2014, and the 2014 Center for Student Engagement.
3
Linda Michalowski, “Updated Student Equity Plan Instructions,” March 14, 2014
Cabrillo College Student Equity Plan
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District: Cabrillo College
•
•
•
•
College: Cabrillo College
What instructional strategies or curricular redesign can be undertaken to improve success for the
targeted group?
Does faculty employ a variety of instructional methods to accommodate student diversity?
How are instruction and student success tied to institutional effectiveness measures? How are they
established and through what venue? How do they connect instruction and student services?
Does the college have structures and processes in place to engage faculty, administrators, and staff in an
ongoing and intentional examination of student equity?
These questions suggest that a thoroughgoing re-purposing of both Instruction and Student Services is needed
in order to bring about the needed institution-wide changes to create a more equitable college.
Priority:
The first step in creating a “Learning College” is to create a culture of student equity, to create a more dynamic
college committed to innovation and continual learning, and to unite the components (especially Instruction and
Student Services) in an effort to increase student equity. This approach to the Student Equity Plan will fund ongoing projects, a few pilots (mentoring, assessment, outreach and Math Plus), and will strive to unite and
leverage what is already happening by focusing on building a campus-wide culture of inquiry. This leveraging
piece of the plan is extremely important – fostering a cross fertilization of efforts that are already in process,
enriched by conversation, analysis of data, and creative input. During the first year the Student Equity efforts
will be bolstered by parallel initiatives by the Student Success and Support Programs (SSSP) Plan and the
Professional Engagement and Transformational Learning groups to focus on leadership development across
constituent groups. These efforts will be directed toward articulating pathways for student success, as well as
engaging the employees and faculty serving the target populations in action-research pilot projects to better
understand how to breakthrough sluggish gains in completion and retention.
Outcomes:
The outcomes of all SSEC efforts will be measured by research gathered by the Cabrillo Planning and Research
Office. One goal is to use this research to recognize and integrate current projects that are doing that work, and
new programs that we believe will increase the percentage of students completing coursework and completing
the basic skills sequence.
Background:
The Student Success and Equity Committee has grown out of a college-wide effort, guided by the Student
Success Steering Committee, to implement the requirements of the Student Success Act of 2012. The
overarching goals of this steering committee were to serve as a clearinghouse for all of the efforts to refocus on
student success, to engage in a meaningful dialog on exactly what “student success” could look like at our
college, and, most importantly, to coordinate the efforts of the Student Services and Instruction components of
the college. Working groups have been meeting since the fall 2012 under the guidance of the Student Success
Steering Committee. These groups include: Acceleration, Enrollment Management, Distance Learning, K-12
Alignment, Basic Skills/Learning Communities, and Faculty Best Practices.
In addition to this evolving framework for student success planning at the college, this Student Equity Plan is
meant to be congruent with other important planning processes at the college. These processes include: the
Basic Skills Plan, the Student Success and Support Programs Plan, the college’s Strategic Plan, and the
countywide task force implementing AB 86 regarding Adult Schools and non-credit instruction. Close
cooperation among all of these groups will be necessary to successfully implement this Student Equity Plan.
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
The college recognizes that many factors generally thought to be outside the scope of the college can be the
most significant barriers to student success. These factors may include the financial pressures facing a student
not addressed by financial aid, transportation difficulties, or finding quality child-care for our students who are
parents. To help combat some of these real-world difficulties, the college has instituted a new, grant-funded
program through the Fast Track to Work (CalWORKS) office called the Working Families Support Network. This
program will combine academic programs, personal financial training, and student support services to help
serve this large segment of our student population. Close coordination between the WFSN and the Student
Success and Equity Committee should ensure that best practices identified through this grant can be offered in a
college-wide context. This is a tangible way that the college is working to improve student equity and maximize
the academic opportunities for our economically disadvantaged students. This 2014 Student Equity Plan has
been drafted and reviewed by the Student Success and Equity Committee, to build upon the implementation of
the 2012 Student Success Act and the implementation of the newly-formulated state directives focused on
student equity.
Research and Planning:
The college recognizes that data, research, and sustained analysis are central to the successful implementation
of this Student Equity Plan. Perhaps the most important guiding principles to improve student success and
equity are contained in the Research and Planning Group’s 2013 report. The report indicates that students are
more likely to achieve their goals when “six success factors” are present. Those factors are:
1. Directed – students have a goal and know how to achieve it
2. Focused – students stay on track, keeping their eyes on the prize
3. Nurtured – students feel somebody wants and helps them to succeed
4. Engaged – students actively participate in class and extracurriculars
5. Connected – students feel like they are part of the college community
6. Valued – students’ skills, talents, abilities, and experiences are recognized; they have opportunities to
contribute on campus and feel their contributions are appreciated4
This document’s timely publication has meant that the college does not have to “reinvent the wheel” when it
comes to understanding some of the key components that foster students’ success. However, we must
embrace this opportunity and coordinate our efforts creating effective change for our students.
Still, questions remain regarding the specific contours of the student equity and success challenges at Cabrillo.
To this end, the college’s Planning and Research Office has produced local data to illuminate the scope and
shape of the student equity and success challenges facing the college. These data follow this Executive Summary
and demonstrates some of the trends that need to be addressed if the college is to make meaningful progress in
achieving student equity. 5
4
RP Group, “Using Student Voices to Redefine Support,” January, 2013
Continued close collaboration between the Planning and Research Office and the Student Success and Equity Committee will be a crucial link in the
process. In particular, further data are needed to pinpoint the reasons that some Cabrillo students fail to succeed, while others do succeed. Among the
research questions that have emerged are:
•
What are the possible causes and/or correlations for the decreased course success rates for our targeted populations?
•
What effect, if any, does course delivery modality (e.g. face-to-face versus hybrid or distance) or the course discipline have on these rates?
•
What effect, if any, does the student’s completion of English or math have on these rates?
•
What effect, if any, does the number of hours a student works, or family obligations, have on these rates?
•
What courses, modalities, and disciplines have high (and low) success rates?
5
•
What do students think will help them be more successful at Cabrillo College? Are there specific things that faculty, staff, and administrators
can do to support student success? (Some of these research questions are from the Foothill Equity Plan Draft.)
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Campus-Based Research
Cabrillo College Student Equity Plan
9
District: Cabrillo College
College: Cabrillo College
CAMPUS-BASED RESEARCH
Detecting Disproportionate Impacts
This plan utilizes the 80% rule for disproportionate impact to interpret differences in rates among subgroups.
The rule states that if a subgroup rate is less than 80% of the reference group rate, then there is a
disproportionate impact for that subgroup. The calculation for the Disproportionate Impact Index (DII) is:
DII = (Subgroup Rate / Reference Group Rate) x 100%
The reference group is determined within each performance metric and demographic category and is typically a
high performing and abundant group of students. For example, in the demographic category of ethnicity, White,
non-Latinos students are the reference category for most metrics. Although this group is not always the highest
performing group, it is a numerically abundant group and tends to have higher metrics as compared to Latino
students, the other numerically abundant ethnicity in our community. The 80% rule provides a simple
benchmark for identifying areas of concern. However, rates that are over 80% but still less than the reference
group rate are not necessary acceptable. In this plan, a five category system is used to help indicate the
magnitude of disproportionate impact according to the scale below:
105% and above
95% to 104.99%
80% to 94.99%
70% to 79.99%
below 70%
High performer
No concern
Moderate concern
Concern
Great concern
Responses to Disproportionate Impacts
Areas of concern and great concern almost certainly should have an activity planned to address the student
equity gap. Areas of moderate concern require at least continued monitoring and may also require intervention
activities. Some subgroups such as Current and Former Foster Youth may also receive interventions regardless of
their DII due to their highly at risk backgrounds.
Caveats
Many subgroup categories are self-reported such as ethnicity and gender while others are derived from
receiving a service such as students with disabilities. Some categories are somewhat fluid and can change such
as ethnic and gender identification. Others such as Current and Former Foster Youth, veterans, and students
with disabilities are subject to underreporting as student must self-identify. Current and Former Foster Youth in
particular are receiving a focused effort to be discretely identified and offered services and the percent of
identified Current and Former Foster Youth on campus should be increasing over time as a result of enhanced
recruitment.
Cabrillo College Student Equity Plan
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District: Cabrillo 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.
Santa Cruz County
Santa Cruz
County
Population
Count
Percent
(Reference
Group)
Cabrillo,
Spring
2014
Percent
Total
262,382
100%
12,707
100%
Female
131,469
50.1%
6,801
53.5%
106.8%
High performer
Male
Unknown
130,913
49.9%
5,853
46.1%
92.3%
Moderate concern
0
0.0%
53
0.4%
NA
African American
2,304
0.9%
157
1.2%
141.2%
High performer
Am. Ind. /AK Nat.
978
0.4%
56
0.4%
118.0%
High performer
Asian
10,658
4.1%
464
3.7%
89.9%
Moderate concern
Latino
84,092
32.0%
4,713
37.1%
115.7%
High performer
Multi-Ethnicity
7,661
2.9%
616
4.9%
166.1%
High performer
Pacific Islander
292
0.1%
28
0.2%
197.7%
High performer
0
0.0%
250
2.0%
NA
156,397
59.6%
6,423
50.6%
84.8%
Moderate concern
67,297
25.6%
2,707
21.3%
83.0%
Moderate concern
20 to 24
24,391
9.3%
4,524
35.6%
383.0%
High performer
25 to 29
17,597
6.7%
1,723
13.6%
202.2%
High performer
30 to 34
16,152
6.2%
903
7.1%
115.5%
High performer
35 to 39
15,918
6.1%
575
4.5%
74.7%
Concern
40 to 49
35,869
13.7%
818
6.4%
47.1%
Great concern
50 +
85,158
32.5%
1,456
11.5%
35.3%
Great concern
0
0.0%
**
0.01%
NA
23,709
9.0%
1,228
9.7%
106.9%
High performer
32,239
12.3%
8,681
68.3%
555.9%
High performer
250
0.1%
50
0.4%
413.0%
High performer
13,172
5.0%
141
1.1%
22.1%
Great concern
Demographic
GENDER
ETHNICITY
Unknown
White, non-Latino
19 or Less
AGE
Unknown
OTHER
Cabrillo College
Disability
Economically
Disadvantaged
Foster Youth
Veterans
Disproportionate
Impact Index*
(DII)
DII Descriptor
Sources: U.S. Census Bureau, 2010; Calif. Community College Chancellors Office (CCCCO) Data Mart; 2012 American Community Survey; Cabrillo Financial Aid awards
and headcount (18,312) for academic year 2013-14, and Family and Children's Services Foster Care and Adoptions Programs, a division of the Human Services
Department, County of Santa Cruz.
* DII= subgroup rate/reference group rate. Proportion of the reference group
** between 1 and 4 students
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
A. ACCESS TO EDUCATION
Disproportionated Impact
SC County vs. Cabrillo College
80%
68.3%
70%
60% 53.5%
50%
50.6%
46.1%
37.1%
40%
35.6%
30%
21.3%
20%
10%
0%
13.6%
0.4% 1.2% 0.4%
3.7%
4.9%
7.1%
0.2% 2.0%
Cabrillo
4.5% 6.4%
11.5%
9.7%
0.01%
0.4% 1.1%
Santa Cruz County
Note: Bars colored "green" when Cabrillo is higher than County
Sources: U.S. Census Bureau, 2010; Calif. Community College Chancellors Office (CCCCO) Data Mart; 2012 American Community Survey;
Cabrillo Financial Aid awards and headcount (18,312) for academic year 2013-14, and Family and Children's Services Foster Care and Adoptions
Programs, a division of the Human Services Department, County of Santa Cruz.
Cabrillo College Student Equity Plan
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District: Cabrillo 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 Courses 2013-2014
2013-2014
GENDER
POPULATION
GROUP
Success
Count
Completion
Rate
Success
Rate
Ref.
Group
Completion
DII
Completion DII
Descriptor
X
100%
No concern
100%
No concern
No concern
High
performer
Moderate
concern
94%
Moderate concern
150%
High performer
61%
Great concern
113%
High performer
124%
High performer
94%
Moderate concern
Success
DII
Success DII
Descriptor
3,947
3,350
2,344
85%
59%
Female
2,230
1,915
1,356
86%
61%
Male
1,706
1,424
978
83%
57%
97%
11
11
10
100%
91%
116%
64
48
24
75%
38%
90%
23
19
16
83%
70%
99%
132
121
101
92%
77%
110%
2,511
2,148
1,454
86%
58%
102%
High
performer
No concern
Multi-Ethnicity
140
114
84
81%
60%
98%
No concern
98%
No concern
Pacific Islander
10
8
8
80%
80%
96%
No concern
130%
High performer
Unknown
60
51
38
85%
63%
102%
No concern
103%
No concern
1,007
841
619
84%
61%
100%
No concern
100%
No concern
93
78
54
84%
58%
93%
78%
Concern
18 & 19
1,437
1,208
739
84%
51%
93%
69%
Great concern
20 to 24
1,121
941
657
84%
59%
93%
79%
Concern
25 to 29
430
367
286
85%
67%
94%
89%
Moderate concern
30 to 34
288
261
215
91%
75%
100%
No concern
35 to 39
149
118
93
79%
62%
87%
84%
Moderate concern
40 to 49
256
225
180
88%
70%
97%
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
No concern
Moderate
concern
No concern
94%
Moderate concern
50 +
173
152
120
88%
69%
97%
No concern
93%
Moderate concern
0
0
0
N/A
N/A
African
American
Am. Ind. /AK
Nat.
Asian
Latino
White NonLatino
AGE
Completion
Count
Cabrillo Total
Unknown
ETHNICITY
Enrollment
Count
1 to 17
Unknown
X
X
100%
No concern
Notes: Completion is completing the class with a grade other than W (i.e. not dropping the class). Success is earning a grade of C or better.
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Basic Skills Courses 2013-2014 (Continued)
2013
2014
POPULATION
GROUP
SPECIAL
POPULATIONS
Cabrillo Total
CALWORKS
NOT
CALWORKS
ASC
NOT ASC
EOPS
NOT EOPS
FOSTER
YOUTH
NOT FOSTER
YOUTH
VETERAN
NOT
VETERAN
Enrollment
Count
Completion
Count
Success
Count
Completion
Rate
Success
Rate
Ref.
Group
Completion
DII
2,073
1,814
1,354
88%
65%
100%
55
52
36
95%
65%
108%
2,018
1,762
1,318
87%
65%
184
163
125
89%
68%
1,889
1,651
1,229
87%
65%
130
116
80
89%
62%
1,943
1,698
1,274
87%
66%
27
19
15
70%
56%
2,046
1,795
1,339
88%
65%
35
29
25
83%
71%
2,038
1,785
1,329
88%
65%
X
100%
101%
X
100%
102%
X
100%
80%
X
100%
95%
X
100%
Completion
DII
Descriptor
No
concern
High
performer
No
concern
No
concern
No
concern
No
concern
No
concern
Moderate
concern
No
concern
No
concern
No
concern
Success
DII
Success DII
Descriptor
100%
No concern
100%
No concern
100%
No concern
104%
No concern
100%
No concern
94%
Moderate
concern
100%
No concern
85%
Moderate
concern
100%
No concern
110%
High performer
100%
No concern
Notes: Completion is completing the class with a grade other than W (i.e. not dropping the class). Success is earning a grade of C or better. Basic
Skills Special Population data includes all 200 Level Math, English and ESL sections.
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Non-Basic Skills Courses 2013-2014
2013-2014
GENDER
POPULATION
GROUP
Enrollment
Count
Completion
Count
Success
Count
Completion
Rate
Success
Rate
Ref.
Group
Completion
DII
Cabrillo Total
76,791
66,785
55,809
87%
73%
Female
39,995
34,943
29,760
87%
74%
Male
36,586
31,652
25,879
87%
X
100%
No
concern
100% No concern
71%
95%
No
concern
95% No concern
210
190
170
90%
81%
109%
High
performer
1,156
995
757
86%
65%
75%
Concern
86%
380
323
261
85%
69%
78%
Concern
90%
Asian
2,713
2,395
2,085
88%
77%
88%
Moderate
concern
Latino
28,975
24,961
19,736
86%
68%
78%
Concern
89%
Multi-Ethnicity
4,309
3,727
3,087
86%
72%
82%
Moderate
concern
94%
Pacific Islander
165
143
106
87%
64%
73%
Concern
84%
1,335
1,192
1,029
89%
77%
88%
37,758
33,049
28,748
88%
76%
1 to 17
1,648
1,483
1,223
90%
74%
82%
18 & 19
20,604
18,019
14,599
87%
71%
78%
Concern
85%
20 to 24
29,176
24,961
20,327
86%
70%
77%
Concern
84%
25 to 29
9,408
8,122
6,944
86%
74%
81%
30 to 34
4,451
3,921
3,420
88%
77%
85%
35 to 39
2,831
2,482
2,199
88%
78%
86%
40 to 49
3,677
3,263
2,930
89%
80%
88%
50 +
4,993
4,531
4,164
91%
83%
3
3
3
100%
100%
Unknown
African
ETHNICITY American
Am. Ind. /AK
Nat.
Unknown
White NonLatino
AGE
Unknown
X
X
87%
92%
110%
Completion DII
Descriptor
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
High
performer
Success
DII
Success DII
Descriptor
109% High performer
Moderate
concern
Moderate
concern
101% No concern
Moderate
concern
Moderate
concern
Moderate
concern
101% No concern
100% No concern
89%
89%
92%
93%
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
Moderate
concern
96% No concern
100% No concern
120% High performer
Notes: Completion is completing the class with a grade other than W (i.e. not dropping the class). Success is earning a grade of C or better.
Cabrillo College Student Equity Plan
15
District: Cabrillo College
College: Cabrillo College
Non-Basic Skills Courses 2013-2014
2013-2014
Completion
Completion
Enrollment
Count
Completion
Count
Success
Count
Completion
Rate
Success
Rate
78,205
67,278
56,224
86%
72%
100%
No concern
100%
No concern
CALWORKS
1,545
1,332
1,123
86%
73%
101%
No concern
101%
No concern
NOT
CALWORKS
76,660
65,946
55,101
86%
72%
100%
No concern
100%
No concern
7,330
6,309
5,447
86%
74%
104%
No concern
104%
No concern
70,875
60,969
50,777
86%
72%
100%
No concern
100%
No concern
3,208
2,740
2,291
85%
71%
99%
No concern
99%
No concern
74,997
64,538
53,933
86%
72%
100%
No concern
100%
No concern
687
525
365
76%
53%
74%
Concern
74%
Concern
77,518
66,753
55,859
86%
72%
100%
No concern
100%
No concern
1,521
1,327
1,052
87%
69%
96%
No concern
96%
No concern
76,684
65,951
55,172
86%
72%
100%
No concern
100%
No concern
POPULATION
GROUP
SPECIAL POPULATIONS
Cabrillo Total
ASC
NOT ASC
EOPS
NOT EOPS
FOSTER
YOUTH
NOT FOSTER
YOUTH
VETERAN
NOT
VETERAN
Ref.
Group
X
X
X
X
X
DII
DII
Descriptor
Success
DII
Success DII
Descriptor
Notes: Completion is completing the class with a grade other than W (i.e. not dropping the class). Success is earning a grade of C or better.
Cabrillo College Student Equity Plan
16
District: Cabrillo 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.
Scorecard ESL Completion for 2007-2008 Cohort
ESL 200 level students completing College Composition (English 1A) within 6 Years
Cohort
Size
Cohort
Rate
All
164
12.8%
GENDER
Female
101
11.9%
GENDER
Male
61
14.8%
AGE
< 20 years old
21
23.8%
AGE
20 to 24 years old
35
AGE
25 to 39 years old
AGE
40+ years old
Category
All
Group
ETHNICITY
African American
ETHNICITY
American Indian/Alaska Native
ETHNICITY
Asian
ETHNICITY
Filipino
ETHNICITY
Latino
ETHNICITY
Pacific Islander
ETHNICITY
White
ACCESSIBILITY
ACCESSIBILITY
INCOME
INCOME
Received ASC Services
Did Not Receive ASC Services
Economically Disadvantaged
Not Economically
Disadvantaged
Reference
Group
DII
DII Descriptor
80%
Moderate concern
X
100%
No concern
X
100%
No concern
17.1%
72%
Concern
70
11.4%
48%
Great concern
38
5.3%
22%
Great concern
1 to 9
100.0%
800%
High performer
0
N/A
16
12.5%
100%
No concern
1 to 9
0.0%
0%
Great concern
137
10.2%
82%
Moderate concern
0
N/A
1 to 9
60.0%
480%
High performer
40.0%
335%
High performer
100%
No concern
204%
High performer
100%
No concern
Not
Avail.
Not
Avail.
Not
Avail.
Not
Avail.
12.0%
X
X
18.5%
9.1%
X
Cabrillo College Student Equity Plan
17
District: Cabrillo College
College: Cabrillo College
Scorecard English Completion for 2007-2008 Cohort
Basic English (English 255) or Elements of Writing (English 100) students completing College
Composition (English 1A) within 6 Years
Category
All
Group
All
Cohort
Size
Cohort
Rate
1716
42.8%
GENDER
Female
754
47.1%
GENDER
Male
721
38.0%
AGE
< 20 years old
992
48.8%
AGE
20 to 24 years old
255
AGE
25 to 39 years old
AGE
Reference
Group
DII Descriptor
100%
No concern
81%
Moderate concern
100%
No concern
31.4%
64%
Great concern
165
33.9%
69%
Great concern
40+ years old
71
19.7%
40%
Great concern
32
37.5%
77%
Concern
ETHNICITY
African American
American Indian/Alaska
Native
11
27.3%
56%
Great concern
ETHNICITY
Asian
41
51.2%
105%
High performer
ETHNICITY
Filipino
34
61.8%
127%
High performer
ETHNICITY
Latino
677
36.5%
75%
Concern
ETHNICITY
Pacific Islander
17
29.4%
60%
Great concern
ETHNICITY
White
603
48.6%
100%
No concern
107%
High performer
100%
No concern
84%
Moderate concern
100%
No concern
ETHNICITY
ACCESSIBILITY
ACCESSIBILITY
INCOME
INCOME
Received ASC Services
Did Not Receive ASC Services
Economically Disadvantaged
Not Economically
Disadvantaged
Not
Avail.
Not
Avail.
Not
Avail.
Not
Avail.
X
DII
X
X
45.6%
42.4%
X
38.8%
46.3%
X
Cabrillo College Student Equity Plan
18
District: Cabrillo College
College: Cabrillo College
Math Scorecard Completion for 2007-2008 Cohort
Essential Mathematics (Math 254) or Elementary Algebra (Math 154) students completing
Intermediate Algebra (Math 152) or higher within 6 Years
Category
All
Group
All
Cohort
Size
Cohort
Rate
1716
32.9%
GENDER
Female
727
37.0%
GENDER
Male
593
27.7%
AGE
< 20 years old
675
36.1%
AGE
20 to 24 years old
315
AGE
25 to 39 years old
AGE
40+ years old
Reference
Group
DII Descriptor
100%
No concern
75%
Concern
100%
No concern
29.5%
82%
Moderate concern
221
36.2%
100%
No concern
119
17.6%
49%
Great concern
21
4.8%
13%
Great concern
19
15.8%
41%
Great concern
ETHNICITY
African American
American Indian/Alaska
Native
Asian
26
26.9%
70%
Concern
ETHNICITY
Filipino
10
60.0%
157%
High performer
ETHNICITY
Latino
479
25.7%
67%
Great concern
ETHNICITY
Pacific Islander
14
42.9%
112%
High performer
ETHNICITY
White
672
38.2%
100%
No concern
96%
No concern
100%
No concern
98%
No concern
100%
No concern
ETHNICITY
ETHNICITY
ACCESSIBILITY
ACCESSIBILITY
INCOME
INCOME
Received ASC Services
Did Not Receive ASC Services
Economically Disadvantaged
Not Economically
Disadvantaged
Not
Avail.
Not
Avail.
Not
Avail.
Not
Avail.
X
DII
X
X
31.8%
33.1%
X
32.6%
33.2%
X
Cabrillo College Student Equity Plan
19
District: Cabrillo 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.
Scorecard Student Progress and Completion Rate for 2007-2008 Cohort,
All Students
First time student earning at least 6 units with an English or math attempt in first 3 years and earning degree or
certificate, becoming transfer prepared, or transferring within 6 years
Cohort
Size
Cohort
Rate
All
1716
48.8%
GENDER
Female
895
52.1%
GENDER
Male
807
45.4%
AGE
< 20 years old
1716
51.8%
AGE
20 to 24 years old
117
26.5%
51%
Great concern
AGE
25 to 39 years old
81
30.9%
60%
Great concern
AGE
40+ years old
49
40.8%
79%
Concern
30
36.7%
67%
Great concern
ETHNICITY
African American
American Indian/Alaska
Native
19
36.8%
67%
Great concern
ETHNICITY
Asian
55
61.8%
113%
High performer
ETHNICITY
Filipino
27
48.1%
88%
Moderate concern
ETHNICITY
Latino
557
37.7%
69%
Great concern
ETHNICITY
Pacific Islander
10
60.0%
109%
High performer
ETHNICITY
White
909
54.9%
100%
No concern
Category
All
ETHNICITY
Group
ACCESSIBILITY
Received ASC Services
ACCESSIBILITY
Did Not Receive ASC Services
INCOME
Economically Disadvantaged
INCOME
Not Economically
Disadvantaged
Not
Avail.
Not
Avail.
Not
Avail.
Not
Avail.
Reference
Group
X
X
X
100%
100%
91%
X
45.4%
52.8%
DII Description
87%
44.6%
49.1%
DII
100%
86%
X
100%
No concern
Moderate concern
No concern
Moderate concern
No concern
Moderate concern
No concern
Cabrillo College Student Equity Plan
20
District: Cabrillo College
College: Cabrillo College
Scorecard Student Progress and Completion Rate for 2007-2008 Cohort,
Prepared Students
Cohort
Size
Cohort
Rate
All
542
69.9%
GENDER
Female
283
73.1%
GENDER
Male
258
66.3%
AGE
< 20 years old
507
71.8%
AGE
20 to 24 years old
13
38.5%
54%
Great concern
AGE
25 to 39 years old
13
38.5%
54%
Great concern
AGE
40+ years old
1 to 9
55.6%
77%
Concern
1 to 9
80.0%
112%
High performer
ETHNICITY
African American
American Indian/Alaska
Native
1 to 9
33.3%
47%
Great concern
ETHNICITY
Asian
20
75.0%
105%
High performer
ETHNICITY
Filipino
1 to 9
66.7%
93%
Moderate concern
ETHNICITY
Latino
82
62.2%
87%
Moderate concern
ETHNICITY
Pacific Islander
1 to 9
100.0%
140%
High performer
ETHNICITY
White
383
71.5%
100%
No concern
Category
All
ETHNICITY
Group
Reference
Group
DII
X
DII Description
100%
91%
X
100%
X
No concern
Moderate concern
No concern
Scorecard Student Progress and Completion Rate for 2007-2008 Cohort,
Unprepared Students
Cohort
Size
Cohort
Rate
All
1174
39.0%
GENDER
Female
612
42.3%
GENDER
Male
549
35.5%
AGE
< 20 years old
961
41.2%
AGE
20 to 24 years old
104
25.0%
61%
Great concern
AGE
25 to 39 years old
68
29.4%
71%
Concern
AGE
40+ years old
40
37.5%
91%
Moderate concern
ETHNICITY
African American
25
28.0%
65%
Great concern
ETHNICITY
American Indian/Alaska Native
16
37.5%
88%
Moderate concern
ETHNICITY
Asian
35
54.3%
127%
High performer
ETHNICITY
Filipino
21
42.9%
100%
No concern
ETHNICITY
Latino
475
33.5%
78%
ETHNICITY
Pacific Islander
1 to 9
55.6%
130%
High performer
ETHNICITY
White
526
42.8%
100%
No concern
Category
All
Group
Reference
Group
X
DII
DII Description
100%
84%
X
X
100%
No concern
Moderate concern
No concern
Concern
Cabrillo College Student Equity Plan
21
District: Cabrillo College
College: Cabrillo College
Scorecard Persistence Rate for 2007-2008 Cohort,
All Students
First time student earning at least 6 units with an English or math attempt in first 3 years and enrolling in three
consecutive primary terms
Cohort
Size
Cohort
Rate
All
1716
66.1%
GENDER
Female
895
65.9%
GENDER
Male
807
66.3%
AGE
< 20 years old
1716
66.1%
AGE
20 to 24 years old
117
AGE
25 to 39 years old
AGE
Category
All
Group
Reference
Group
DII
DII Description
99%
No concern
X
100%
No concern
X
100%
No concern
65.8%
100%
No concern
81
67.9%
103%
No concern
40+ years old
49
65.3%
99%
No concern
30
70.0%
106%
ETHNICITY
African American
American Indian/Alaska
Native
19
47.4%
71%
Concern
ETHNICITY
Asian
55
63.6%
96%
No concern
ETHNICITY
Filipino
27
66.7%
101%
No concern
ETHNICITY
Latino
557
65.2%
98%
No concern
ETHNICITY
Pacific Islander
10
70.0%
106%
High performer
ETHNICITY
White
909
66.3%
100%
No concern
122%
High performer
100%
No concern
104%
No concern
100%
No concern
ETHNICITY
ACCESSIBILITY
Received ASC Services
ACCESSIBILITY
Did Not Receive ASC Services
INCOME
Economically Disadvantaged
INCOME
Not Economically
Disadvantaged
Not
Avail.
Not
Avail.
Not
Avail.
Not
Avail.
X
79.3%
65.1%
X
67.4%
64.6%
X
High performer
Cabrillo College Student Equity Plan
22
District: Cabrillo College
College: Cabrillo College
Scorecard Persistence Rate for 2007-2008 Cohort,
Prepared Students
Cohort
Size
Cohort
Rate
All
542
65.1%
GENDER
Female
283
65.0%
GENDER
Male
258
65.1%
AGE
< 20 years old
507
66.1%
AGE
20 to 24 years old
13
46.2%
70%
AGE
25 to 39 years old
13
69.2%
105%
High performer
AGE
40+ years old
1 to 9
33.3%
50%
Great concern
ETHNICITY
African American
1 to 9
60.0%
95%
No concern
ETHNICITY
American Indian/Alaska Native
1 to 9
66.7%
105%
ETHNICITY
Asian
20
55.0%
87%
ETHNICITY
Filipino
1 to 9
66.7%
105%
High performer
ETHNICITY
Latino
82
70.7%
112%
High performer
ETHNICITY
Pacific Islander
1 to 9
100.0%
158%
High performer
ETHNICITY
White
383
63.4%
100%
No concern
Category
All
Group
Reference
Group
DII
X
X
X
DII Description
100%
No concern
100%
No concern
100%
No concern
Concern
High performer
Moderate concern
Scorecard Persistence Rate for 2007-2008 Cohort,
Unprepared Students
Cohort
Size
Cohort
Rate
All
1174
66.6%
GENDER
Female
612
66.3%
GENDER
Male
549
66.8%
AGE
< 20 years old
961
66.1%
AGE
20 to 24 years old
104
AGE
25 to 39 years old
AGE
Category
All
Group
Reference
Group
DII Description
100%
No concern
101%
No concern
100%
No concern
68.3%
103%
No concern
68
67.6%
102%
No concern
40+ years old
40
72.5%
110%
High performer
25
72.0%
105%
High performer
ETHNICITY
African American
American Indian/Alaska
Native
16
43.8%
64%
Great concern
ETHNICITY
Asian
35
68.6%
100%
No concern
ETHNICITY
Filipino
21
66.7%
98%
No concern
ETHNICITY
Latino
475
64.2%
94%
Moderate concern
ETHNICITY
Pacific Islander
1 to 9
66.7%
98%
No concern
ETHNICITY
White
526
68.4%
100%
No concern
ETHNICITY
X
DII
X
X
Cabrillo College Student Equity Plan
23
District: Cabrillo College
College: Cabrillo College
Scorecard 30 Unit Attainment Rate for 2007-2008 Cohort,
All Students
First time student earning at least 6 units with an English or math attempt in first 3 years and earning 30 or more
credit units within 6 years
Cohort
Size
Cohort
Rate
All
1716
68.8%
GENDER
Female
895
68.8%
GENDER
Male
807
69.3%
AGE
< 20 years old
1716
70.6%
AGE
20 to 24 years old
117
51.3%
73%
AGE
25 to 39 years old
81
61.7%
120%
AGE
40+ years old
49
67.3%
95%
No concern
ETHNICITY
African American
30
66.7%
94%
Moderate concern
ETHNICITY
American Indian/Alaska Native
19
57.9%
82%
Moderate concern
ETHNICITY
Asian
55
67.3%
95%
No concern
ETHNICITY
Filipino
27
70.4%
100%
No concern
ETHNICITY
Latino
557
65.5%
93%
Moderate concern
ETHNICITY
Pacific Islander
10
70.0%
99%
No concern
ETHNICITY
White
909
70.6%
100%
No concern
113%
High performer
100%
No concern
111%
High performer
100%
No concern
Category
All
Group
ACCESSIBILITY
Received ASC Services
ACCESSIBILITY
Did Not Receive ASC Services
INCOME
Economically Disadvantaged
INCOME
Not Economically
Disadvantaged
Not
Avail.
Not
Avail.
Not
Avail.
Not
Avail.
Reference
Group
No concern
X
100%
No concern
X
100%
No concern
X
X
71.9%
65.0%
DII Description
99%
76.9%
68.2%
DII
X
Concern
High performer
Cabrillo College Student Equity Plan
24
District: Cabrillo College
College: Cabrillo College
Scorecard 30 Unit Attainment Rate for 2007-2008 Cohort,
Prepared Students
Cohort
Size
Cohort
Rate
All
542
73.1%
GENDER
Female
283
71.0%
GENDER
Male
258
75.6%
AGE
< 20 years old
507
74.6%
AGE
20 to 24 years old
13
38.5%
52%
Great concern
AGE
25 to 39 years old
13
46.2%
62%
Great concern
AGE
40+ years old
1 to 9
77.8%
104%
No concern
1 to 9
80.0%
109%
High performer
ETHNICITY
African American
American Indian/Alaska
Native
1 to 9
33.3%
46%
Great concern
ETHNICITY
Asian
20
65.0%
89%
Moderate concern
ETHNICITY
Filipino
1 to 9
50.0%
68%
Great concern
ETHNICITY
Latino
82
76.8%
105%
High performer
ETHNICITY
Pacific Islander
1 to 9
100.0%
137%
High performer
ETHNICITY
White
383
73.1%
100%
No concern
Category
All
ETHNICITY
Group
Reference
Group
DII
X
X
X
DII Description
100%
No concern
106%
High performer
100%
No concern
Scorecard 30 Unit Attainment Rate for 2007-2008 Cohort,
Unprepared Students
Cohort
Size
Cohort
Rate
All
1174
66.8%
GENDER
Female
612
67.8%
GENDER
Male
549
66.3%
AGE
< 20 years old
961
68.5%
AGE
20 to 24 years old
104
52.9%
77%
Concern
AGE
25 to 39 years old
68
64.7%
94%
Moderate concern
AGE
40+ years old
40
65.0%
95%
No concern
ETHNICITY
African American
25
64.0%
93%
Moderate concern
ETHNICITY
American Indian/Alaska Native
16
62.5%
91%
Moderate concern
ETHNICITY
Asian
35
68.6%
100%
No concern
ETHNICITY
Filipino
21
76.2%
111%
High performer
ETHNICITY
Latino
475
63.6%
92%
Moderate concern
ETHNICITY
Pacific Islander
1 to 9
66.7%
97%
No concern
ETHNICITY
White
526
68.8%
100%
No concern
Category
All
Group
Reference
Group
X
X
X
DII
DII Description
100%
No concern
98%
No concern
100%
No concern
Cabrillo College Student Equity Plan
25
District: Cabrillo College
College: Cabrillo College
Scorecard Career Technical Education Rate for 2007-2008 Cohort
First time student earning at least 6 units with at least two CTE enrollments and earning degree or certificate,
becoming transfer prepared, or transferring within 6 years
Cohort
Size
Cohort
Rate
All
955
50.2%
GENDER
Female
485
50.1%
GENDER
Male
463
50.5%
AGE
< 20 years old
326
57.4%
AGE
20 to 24 years old
227
AGE
25 to 39 years old
AGE
Category
All
Group
Reference
Group
DII
DII Description
99%
No concern
X
100%
No concern
X
100%
No concern
57.3%
100%
No concern
240
40.0%
70%
Concern
40+ years old
162
40.7%
71%
Concern
ETHNICITY
African American
12
50.0%
98%
No concern
ETHNICITY
American Indian/Alaska Native
14
42.9%
84%
Moderate concern
ETHNICITY
Asian
18
50.0%
98%
No concern
ETHNICITY
Filipino
15
80.0%
157%
ETHNICITY
Latino
270
47.0%
92%
ETHNICITY
Pacific Islander
1 to 9
100.0%
196%
High performer
ETHNICITY
White
541
51.0%
100%
No concern
116%
High performer
100%
No concern
141%
High performer
100%
No concern
ACCESSIBILITY
Received ASC Services
ACCESSIBILITY
Did Not Receive ASC Services
INCOME
Economically Disadvantaged
INCOME
Not Economically
Disadvantaged
Not
Avail.
Not
Avail.
Not
Avail.
Not
Avail.
X
57.4%
49.6%
X
57.8%
41.1%
X
High performer
Moderate concern
Cabrillo College Student Equity Plan
26
District: Cabrillo 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.
6 Year Transfer Rates for Cohort Year 2007-08
Cabrillo Total
Female
GENDER
Male
Unknown
African-American
American Indian/Alaskan
Native
Asian
ETHNICITY
Filipino
Latino
Pacific Islander
Unknown
White Non-Latino
1 to 17
18 & 19
20 to 24
25 to 29
AGE
30 to 34
35 to 39
40 to 49
50 +
Unknown
Cohort
Count
Transfer
Count
Transfer
Rate
1,330
713
605
12
21
458
266
188
4
8
34%
37%
31%
33%
38%
11
3
37
24
381
6
97
753
580
600
69
25
16
11
15
13
1
13
6
102
5
32
289
215
211
13
6
6
1
4
1
1
Reference
Group
X
DII
DII Descriptor
100%
83%
89%
99%
No concern
Moderate concern
Moderate concern
No concern
27%
71%
Concern
35%
25%
27%
83%
33%
38%
37%
35%
19%
24%
38%
9%
27%
8%
100%
92%
65%
70%
217%
86%
100%
99%
94%
50%
64%
100%
24%
71%
21%
267%
Moderate concern
Great concern
Great concern
High performer
Moderate concern
No concern
No concern
Moderate concern
Great concern
Great concern
No concern
Great concern
Concern
Great concern
High performer
X
X
Cabrillo College Student Equity Plan
27
District: Cabrillo College
College: Cabrillo College
6 Year Transfer Rates for Cohort Year 2007-08
(Continued)
Cohort
Count
Transfer
Count
Acquired Brain Injury
2
0
0%
Developmentally Delayed
Learner
1
0
0%
56
6
20
6
2
1,237
604
24
1
5
2
0
426
240
43%
17%
25%
33%
0%
34%
40%
676
192
52
Learning Disabled
DISABILITY
Mobility Impaired
Other Disability
Psychological Disability
Speech/Language Impaired
None
NO AID RECEIVED
ECONOMICALLY
DISADVANTAGED
(FINANCIAL AID)
Received BOG (Board of
Governors) Aid
Received Loans
Received Other Financial
Aid (Except BOG or Pell)
Received Pell Grant
Received Scholarship
Received Work-study Aid
Transfer
Rate
Referen
ce
Group
DII
DII Descriptor
124%
48%
73%
97%
High performer
Great concern
Concern
No concern
100%
100%
No concern
No concern
28%
71%
Concern
21
40%
102%
No concern
270
84
31%
78%
Concern
463
181
15
136
77
6
29%
43%
40%
74%
107%
101%
Concern
High performer
No concern
68%
Great concern
100%
No concern
X
X
Source: CCCCO Data Mart, Transfer Velocity Cohort Tracker (excludes Foster Youth & FY comparison)
1 Year Transfer Directed Rates for Fall 2013 Cohort
FOSTER
YOUTH*
Foster Youth
First Time Students - Foster
Youth Status Unknown
43
14
33%
1,262
606
48%
X
*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.
Cabrillo College Student Equity Plan
28
District: Cabrillo 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.
See Cabrillo College’s Student Success and Support Program (SSSP) Plan.
Cabrillo College Student Equity Plan
29
District: Cabrillo College
College: Cabrillo College
Goals and Activities
Cabrillo College Student Equity Plan
30
District: Cabrillo College
College: Cabrillo College
GOALS AND ACTIVITIES
A.
STUDENT SUCCESS INDICATOR FOR ACCESS
“Compare the percentage of each population group that is enrolled to the percentage of each group in
the adult population within the community serve.”
TARGET POPULATIONS: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pelleligible 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 new/additional multiple measures including but not limited to college placement
test scores, high school course completion, high school grades, and high school standardized test scores.
ACTIVITY A.1 Develop a pilot program that will be similar to Long Beach City College’s (LBCC) assessment
process that places students in initial math and English courses using high school course completion and grades.
The planning for the pilot will be conducted in spring 2015 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 that has been co-developed by Cabrillo’s math department and the high
school math faculty, which 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: Chair, Math Department, Assessment
Coordinator/Dean of Counseling and Educational Support Programs.
EXPECTED OUTCOME A.1 Our research indicated that there is a disproportionate impact on particularly African
American and Latino students in course placement at Cabrillo as seen by both internal placement validation
reports and by the much higher proportion of the these students in the remedial versus prepared subgroups in
the Scorecard Completion metric. We believe that through this pilot program more students including African
American and Latino 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 will increase to a level where they are no longer
in the “great concern” or “concern” categories.
GOAL A.2 Increase the number of Latinos, Current and 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 Latino 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, Community Services, Foster ED Santa Cruz County,
COE, Foster Youth Services, Santa Cruz Probation, etc.). Target date: Fall 2015. Responsible person: Outreach
Specialist/Dean of Student Services.
Cabrillo College Student Equity Plan
31
District: Cabrillo College
College: Cabrillo College
ACTIVITY A.2.2 Outreach and support to Current and Former Foster Youth and Veterans. Through a private
donation and a multi-year Career Ladders grant, we have increased the number of Current and Former Foster
Youth enrolled at Cabrillo; we can do much better. With the hiring of a dedicated employee we can focus
activities and services to increase the number of Current and Former Foster Youth and Veterans enrolled and
served at Cabrillo College. Working with public and private local agencies that service Current and Former Foster
Youth and Veterans, we can significantly increase the number of these target populations who enroll. We plan
to provide more intensive supportive services to increase semester-to-semester completion and degree and
certificate completion. Target Date: Fall 2015. Responsible person: Current and Former Foster Youth &
Veterans Coordinator/Dean of Students/Outreach Specialist.
ACTIVITY A.2.3 Math Plus program is a one-week intensive math intervention 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 Math Plus is to help students complete their Associates Degrees
and/or transfer requirements in fewer semesters 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 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 Plus. Target Date:
Summer 2015. Responsible person: Division Dean, Natural and Applied Sciences, Math faculty/STEM
Coordinator.
ACTIVITY A.2.4 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.
ACTIVITY A.2.5 eServices Day. Students and families can get help from Financial Aid and Admissions and
Records staff with FAFSA, CCCApply, WebAdvisor, eForms, Dream Application, BOG Application, Chafee grants,
IRS data retrieval or transcripts, Cabrillo transcripts, and more. There will be free workshops open to students
and prospective students. Any prospective student is welcome to attend a workshop for assistance in applying
for admission to the college and applying for financial aid. Additionally, current students unfamiliar with online
services such as access to transcripts and eForms, used to complete financial aid information are welcome to
attend and will be referred by other on-campus student programs.
This workshop is designed to assist students and prospective students with skills needed to navigate the online
technology necessary to apply for college, financial aid, access online registration, and student records and
information. Many Cabrillo students have had limited access to technology due to economic and language
barriers. The WSFNCC Grant and BFAP-funded activities that are specifically related to Student Equity and the
digital divide in our south county area continues to be a serious issue.
EXPECTED OUTCOME A Increase by 5% the number of Current and Former Foster Youth and Veterans identified
as enrolled at Cabrillo College in a primary term and contribute to the increase the degree and transfer
completion rates noted in areas D and E by the end of the third year.
Cabrillo College Student Equity Plan
32
District: Cabrillo College
College: Cabrillo College
Year Two and Three Activities:
• Campus Visit activities for specific populations: Veterans, Current and Former Foster Youth, Adult
Education and ASC/DSPS
• Partnership with Adult Education to create a pathway to Cabrillo College
Cabrillo College Student Equity Plan
33
District: Cabrillo 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: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pelleligible 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 Supplemental Instruction (SI) and other models for peer-led team learning have been shown to
increase student success through improvement in course success rates during the current semester and in
subsequent related classes. Sessions are held once or twice a week, from 1-2 hours each. Students work on
current topics from the associated class as well as address optimal approaches in studying the material.
Sessions can involve discussions or more active problem-solving activities on the part of the student
participants. The sessions are facilitated by trained student peers who have completed the course at a mastery
level. In some models, the peer leaders will also be paid to attend class sessions. Peer leaders also help recruit
participants by promoting the sessions in the class, as well as coordinate with the instructor about topics to
review in the weekly sessions. The resources needed to fund this include a student assistant hourly budget,
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/STEM Center Coordinator.
ACTIVITY B.2 Retention Campaign. 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 RP’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. Target Date: Spring 2015. Responsible person(s): President, Vice President of Student Services.
ACTIVITY B.3 MESA Support. Cabrillo’s MESA is an existing, successful equity transfer program whose mission is
to assist the educationally disadvantaged, low income students in a science, engineering or mathematics major
to successfully complete lower division coursework and navigate to transfer. Latino students, who comprise one
of the most underrepresented groups in STEM fields, and the low income first-generation student make up the
majority of the population served by MESA. The program delivers comprehensive academic, counseling and
professional development support to its members. A critical need exists for additional staffing to respond to
student need for more open hours, additional peer tutors, additional faculty and instructional assistant hours
and expanded services in general. In addition to augmenting support for MESA on the Aptos campus,
establishing a MESA presence at the Watsonville Center through tutoring or instructional assistant hours would
extend these services to a large segment of the target population. Target Date: Ongoing. Responsible person:
MESA Director/STEM Center Coordinator.
Cabrillo College Student Equity Plan
34
District: Cabrillo College
College: Cabrillo College
ACTIVITY B.4 Athletic Study Hall. In cooperation with the Tutoring Center, this activity will provide additional
tutoring support for student athletes, particularly those from target groups who have been recruited to come to
Cabrillo and may not be aware of the academic culture and services here. Due to practice and game schedules
athletes are finding it difficult to get to regular campus tutoring centers. This additional support will target
evening and weekend hours that are tailored to their specific needs. Target Date: Spring 2015. Responsible
person: Athletic Director, Tutoring Center Coordinator, Dean of HAWK.
ACTIVITY B.5 Follow-up Services (Early Alert). This activity is a required service under Student Success and
Support Programs (SSSP). More information about this activity is available in the SSSP program plan. Target
Date: Fall 2015. Responsible person(s): Vice President of Student Services, Dean of Counseling and Education
Support Programs.
EXPECTED OUTCOME B.1 Increase by 5% the percent of target population students who successfully complete
one semester of course(s) and continue to enroll in the following semester (see area D).
Year Two and Three Activities
• Expand Learning Communities for math, English, and transfer
• Expand support for SI-type activities and a designated coordinator
• Expand support for MESA at the Watsonville Center
Cabrillo College Student Equity Plan
35
District: Cabrillo 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: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pelleligible students (including EOPS/CARE, CalWORKS, and WIA, students) and students enrolled in Basic Skills and
ESL courses.
GOAL C
ACTIVITY C.1 Increase the number of African American, American Indian, Latino and Filipino students (18-25 yr.
old) who successfully complete basic skills courses and move on to college level math and English courses. It will
also help to increase the number of students who complete degrees and certificate and decrease the transfer
time.
Supplemental Instruction (SI) and other models for peer-led team learning have been shown to increase student
success through improvement in course success rates during the current semester and in subsequent related
classes. Sessions are held once or twice a week, from 1-2 hours each. Students work on current topics from the
associated class as well as address optimal approaches in studying the material. Sessions can involve discussions
or more active problem-solving activities on the part of the student participants. The sessions are facilitated by
trained student peers who have completed the course at a mastery level. In some models, the peer leaders will
also be paid to attend class sessions. Peer leaders also help recruit participants by promoting the sessions in the
class, as well as coordinate with the instructor about topics to review in the weekly sessions. The resources
needed to fund this include a student assistant hourly budget, 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/STEM Center.
ACTIVITY C.2 Math Pedagogy and Pathways. Math is a critical area for student success. Campus and state-wide
research shows that focusing effort to improve math completion will increase most measures of student
success. A focused curricular project in math to look at best practices in curriculum, acceleration, K-12
preparedness and professional development will have positive impact for those student groups experiencing
disproportionate impact.
ACTIVITY C.3 Tutoring. Tutoring is an activity that has been shown to increase student persistence and
successful completion of math and English courses. Student Equity funds will be used to increase the number of
student tutors in math, English/ESL and reading.
EXPECTED OUTCOME C1 Increase by 6% the number of students that complete Basic Skills courses and move on
to college level math and English from baseline year.
EXPECTED OUTCOME C2 Math Plus will increase math level placement of participating students by one level.
Cabrillo College Student Equity Plan
36
District: Cabrillo College
College: Cabrillo College
Year Two and Three Activities
• Pathway to link ESL/Basic skills more closely to transfer courses (CBI model)
• ESL Certificate
Cabrillo College Student Equity Plan
37
District: Cabrillo 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: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pelleligible students (including EOPS/CARE, CalWORKS, and WIA, students) and students enrolled in Basic Skills and
ESL courses.
GOAL D Increase the number of African American, American Indian, Latino and Filipino students who
successfully complete 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 Design ways to increase the use of the “Instructors Toolkit and Best Practices to Facilitate Student
Success” and participation in the Faculty Consultation Network by all instructional and student service faculty.
Faculty Senate has developed an excellent set of tools and processes designed to increase the quality of
teaching and learning at Cabrillo College. The desire is to have widespread participation in the Faculty
Consultation 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 Engagement Committee, Faculty Senate.
ACTIVITY D.2 Required Education Planning Workshops and an Orientation to College course. Cabrillo now
requires new students to complete an Education Planning workshop and directs all new high school students
from our county, due to capacity issues, to take an Orientation 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 2015. Responsible person(s): Dean of Counseling and Educational Support
Programs.
ACTIVITY D.3 “Cabrillo Connects” Mentor Program for new students. The aim of the Cabrillo Mentoring
Program will be to provide personal, academic and career advice to Cabrillo College students at both the Aptos
and Watsonville locations. Mentoring will be done by trained volunteer staff and faculty at the college. Initially
the focus will be on students who volunteer, are entering college for the first time, and are first-generation
college students.
It is important to point out that this mentoring program is not meant to replace or compete with the
professional academic counselors on campus, nor the mental health experts in the student health center or the
varied forms of advocacy provided to Cabrillo students within the learning communities. The goal is to work in
conjunction with these resources where we can provide a well-informed experience for our students. Target
Date: Fall 2015. Responsible person(s): Vice President, Student Services; O2 Faculty group, MESA Director.
ACTIVITY D.5 Pedagogy and Pathways Equity Project. The helpful feedback from the Equity Committee and
discussions with the math and English departments have resulted in the creation of a new staff development
project as part of the Equity Plan. The focus is on aiding departmental faculty in math, reading, ESL and English,
Cabrillo College Student Equity Plan
38
District: Cabrillo College
College: Cabrillo College
plus members from key Student Services departments, to design, undertake and assess equity Action Research
projects and to use the results to achieve integrated planning to further equity on campus. The staff
professional development project will take place over several years and will include Habits of the Mind and
Leading from the Middle for faculty and staff. Initial focus will be on key areas that can be measured and have
an impact on student equity and closing the achievement gap. Target Date(s): Spring 2015-Spring 2017.
Responsible person(s): President; Professional Engagement and Transformational Learning Committee and
faculty O2 group.
ACTIVITY D.6 Financial Coaching and Literacy. Financial coaching for low income students receiving financial
aid. How to make appropriate choices for using financial aid, minimizing loan access and planning for future
spending. WSFNCC Grant funded activity that is specifically related to Student Equity.
ACTIVITY D. 7 Accessing Public Benefits. Students who are identified as low-income and students in Orientation
to College courses will be screened for possible qualification for public benefits such as CalWORKs/TANF and
CalFresh/SNAP and Covered California/ACA. This WSFNCC Grant-funded activity is specifically related to Student
Equity.
EXPECTED OUTCOME D Increase the Scorecard Completion metric for target groups by 5%.
Year Two and Three Activities
• Expand Ed Planning workshops to specific target populations to address unique issues.
• Online degree and certificate petition
• Degree and certificate faire for current students to help them with early identification of program of
student and transfer options
• CTE Pathways
Cabrillo College Student Equity Plan
39
District: Cabrillo 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: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pelleligible 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 Institutionalize the use of the “Instructors Toolkit and Best Practices to Facilitate Student Success”
and the Faculty Consultation 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 Consultation 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 Engagement Committee,
Faculty Senate.
ACTIVITY E.2 Equity Counselor. Increase counseling focus on target populations by additional counseling
involvement and activities targeting students who will benefit from supplemental support.
ACTIVITY E.3 MESA Support. Cabrillo’s MESA is an existing, successful equity transfer program whose mission is
to assist the educationally disadvantaged, low income students in a science, engineering or mathematics major
to successfully complete lower division coursework and navigate to transfer. Latino students, who comprise one
of the most underrepresented groups in STEM fields, and the low income first-generation student make up the
majority of the population served by MESA. The program delivers comprehensive academic, counseling and
professional development support to its members. A critical need exists for additional staffing to respond to
student need for more open hours, additional peer tutors, additional faculty and instructional assistant hours
and expanded services in general. In addition to augmenting support for MESA on the Aptos campus,
establishing a MESA presence at the Watsonville Center through tutoring or instructional assistant hours would
extend these services to a large segment of the target population. Target Date: Ongoing. Responsible person:
MESA Director/STEM Center Coordinator.
EXPECTED OUTCOME E.1.1 Increase the overall transfer rate by 8% of American Indian, Filipino, Latino, Current
and Former Foster Youth, Mobility Impaired, BOG Aid receivers within a five year period from baseline year.
YEAR TWO AND THREE ACTIVITIES
• Parent Educational workshops to help them better understand the college options and encourage their
students to transfer to universities
• ASC/DSPS Transition workshops to university services
Cabrillo College Student Equity Plan
40
District: Cabrillo College
College: Cabrillo 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: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pelleligible 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. (See the Cabrillo SSSP Plan for additional details.)
ACTIVITY F.1 In collaboration with our WSFNCC grant, 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 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 wealth-retaining financial products, and encourage the meeting of both
short- and long-term financial goals.
• Increase intensive follow-up services: Through an integrated system that allows us to track students
who are having academic and personal difficulties.
The college will implement a combination of “high-touch” services that provide individualized services for
students such as financial coaching and “low-touch” 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 by reducing the number of students needing
financial aid. These metrics will be fully operationalized in our Working Family Support Network (WFSN) grant
activity currently underway. Currently proposed metrics include:
•
Increase number of Pell eligible students receiving Pell grants by at least 10% by 2017
Cabrillo College Student Equity Plan
41
District: Cabrillo College
College: Cabrillo College
•
Increase the credit scores of students receiving financial literacy training by at least 50 points within two
years after receiving training
In addition, wage tracking will be explored to determine achievement of a living wage after program completion
or other significant progress milestone such as earning 30 units.
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Budget
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
SOURCES OF FUNDING
Student Equity Funds: ($591,262)
Goal
A
A
A
B
B, E
B-C
B, C, E
B-F
C
D
B, E
A-F
A-F
A-F
Funded Item
Bilingual Outreach
Foster Youth/Veterans Support Program Coordinator
(salary and benefits)
Assessment Pilot
Retention Campaign
MESA Supplemental Support
Supplemental Instruction
Tutoring (ESL and Writing & Math Labs)
Math Pathways/Curricular Planning
Math Plus
Cabrillo Connects Mentor Pilot Program
Athletic Study Hall
Research Support
Equity Counselor (salary and benefits)
Professional Development (Pathways and Pedagogy)
TOTAL
Amount
$15,000
$85,000
$5,000
$3,000
$40,000
$53,762
$25,000
$80,000
$50,000
$10,000
$4,500
$30,000
$110,000
$80,000
$591,262
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
Current and 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 Current and 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 Current and Former Foster Youth
• Provide outreach and transition services
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Evaluation Schedule and Process
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
EVALUATION SCHEDULE AND PROCESS
The Planning and Research Office (PRO) will work with activity leads and campus constituencies to monitor
student equity metrics and design and implement focused evaluations for funded activities. Key components of
the evaluation will include:
a. Longitudinal metric review: All metrics in this plan will be updated on an annual basis.
b. Focus evaluations: Each funded activity will have an evaluation developed to measure the contribution
of the activity to reducing disproportionate impacts. The first evaluation plan will be developed in
December 2014 and all first year evaluation plans completed by spring 2016.
c. Budget and Participant Monitoring: Internal monitoring of budget allocations, expenditures, and
number of students served will be continuously tracked and reported annually.
d. Summative evaluation report: A comprehensive report will be created at the end of the three-year
period summarizing objectives, measurable outcomes, the level of achievement on each outcome, and
the impact of funded activities.
Student Education Plans (SEP) activities allocated to departments, services, and units will be documented in a
smartsheet allowing campus constituencies to contribute to activity tracking and monitor progress. The
smartsheet will be updated at least quarterly. The Student Equity and Success Committee (SESC) will be the
primary committee responsible for coordinating oversight and report dissemination. SESC will coordinate the
reporting of progress on at least an annual basis to:
• College Planning Council
• Student Senate
• Classified Union
• Faculty Senate
• President’s Cabinet
• Governing Board
Offices supporting SESC’s oversight and reporting include:
• Office of the Vice President of Student Services
• Planning and Research Office
• Budget Services Office
In addition, the College recognizes the connection among the Student Equity Plan, the Basic Skills Plan, the
Student Support Services and Programs (3SP) Plan, and the College Strategic Plan (CSP). The Student Equity Plan
activities and evaluation efforts will be coordinated with the 3SP Plan and the CSP through:
• Institutional Effectiveness Committee
• Council of Instructional Planning (a program planning committee)
• Student Services Council (a program planning committee)
• Administrative Council (a program planning committee)
Cabrillo College Student Equity Plan
46
District: Cabrillo College
College: Cabrillo College
Thanks to the Student Success and Equity Committee along with staff and faculty who contributed to the
Student Equity Plan:
Dennis Bailey-Fougnier
Ed Braunhut
Enrique Buelna
Jennifer Cass
Natalia Cordoba-Velasquez
Leslie DeRose
Michelle Donohue
Vicki Fabbri
Joyce Flager
Eric Grabiel
Matt Halter
Ian Haslam
Adela Najarro
Diego Navarro
Jason Malone
Michael Mangin
Rachel Mayo
Beth McKinnon
Graciano Mendoza
Margery Regalado Rodriguez
Barbara Schultz-Perez
Nancy Phillips
Sue Tappero
Alex Taurke
Terrence Willett
Christina Che
Christopher Reinoldson
Martin Vargas-Vega
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Attachments
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
ATTACHMENTS
Attachment A
Cabrillo College Faculty Senate
Student Success: Definition of student success at Cabrillo College
Across campus, faculty members are connecting to share innovative strategies for facilitating student success.
This document elucidates the definition of student success from a faculty perspective.
0 2 Group Definition of student success:
Successful students cultivate habits and skills that facilitate effective navigation through Cabrillo and the
achievement of personal and professional goals.
A successful student will:
• Think critically, communicate effectively, cultivate global awareness and develop personal and
professional responsibility
• Find Purpose
o Develop sense of self; identify personal goals and “path”
o Find joy in the learning process and become lifelong learners
o Explore career options
o Explore and develop their role in the larger community
• Make college a priority
o Make a commitment of time and money
o Value their time in college
• Complete classes and attain professional skills
o Complete CTE requirements
o Acquire Basic Skills
o Perform at Transfer-level
o Complete course(s) & develop skills that support professional goals
o Learn as much as possible while working toward a goal
• Develop habits of successful students and professionals (“habits of mind”)
o Respond to mistakes and personal and professional setbacks with resiliency
o Develop skills to overcome personal and professional challenges
• Develop interpersonal skills
o Effectively collaborate and communicate with others whose backgrounds and ideas might be
different than one’s own
o Build community on campus
• Effectively navigate the college experience
o Find pathways and programs that lead to completion and success
o Access courses and resources that facilitate progress through the college experience
o Successfully complete degree, certificate, and transfer programs
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Attachment B
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.
Student Equity Target Populations: Latinos, African Americans, Current and 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.
Program
Target Population
Funding
Responsible Person(s)
Sources*
Supplemental
Basic Skills (under
SE
Dean of Innovative Learning, Deans of
Instruction (new)
prepared)
NAS & BELA, Basic Skills Coordinator
Summer Math Plus
Basic Skills (under
SE
Dean of NAS, Math Faculty, Basic Skills
(new)
prepared)
Coordinator
WSFNCC (new)
Economically
WFSNCC grant
Director of Fast Track to Work, Foster
disadvantaged students (Achieving the
Youth Independence Coordinator
st
(1 yr. target pop.Dream)
CalWORKs, EOPS/CARE,
Foster Youth, WIA)
New Student Mentor
New High School
SE
Vice President, Student Services; Vice
Program (new, pilot)
Students from South
President, Instruction; Outreach
County (Latinos)
Retention Campaign
Latinos Students
SE
Vice President, Student Services; Dean
(new, pilot)
of C&ESS
Ed Plan Workshops
All new students
SSSP,GF
Dean of C&ESS, Director of Counseling
Baskin Girls in
Women in STEM
BG
Engineering Faculty and Staff
Engineering
Assessment Pilot (new) Latinos Students
SE
Math faculty, Dean of C&ESS,
Assessment Coordinator
Outreach to At-Risk
Latinos, Foster Youth,
SE, CCF, GF, CLG
Dean of Students, Outreach Specialist,
Youth (including
women in STEM,
Perkins
Outreach Program Coordinator,
Bilingual outreach)
Educationally and
Learning Communities Coordinator,
Economically
Foster Youth Independence
disadvantaged
Coordinator
Fostering Youth
Independence Program
Probation/Dismissal
Workshops
EOPS/CARE, FTTW
(CalWORKs/WIA), ASC
Current and Former
Foster Youth students
Students not making
satisfactory progress
toward a
degree/certificate
Economically
Disadvantaged &
disabled students
SE, CCF, CLG
SSSP, GF
CAT
Dean of Students, Foster Youth
Program Coordinator
Dean of C&ESS, Director of Counseling
Dean of C&ESS, program faculty and
staff
Cabrillo College Student Equity Plan
50
District: Cabrillo College
Faculty Consultation
Network and Toolkit
Follow-up (Early Alert)
(new)
Student Planning
(electronic Ed Plans)
Veterans Resource
Center
Basic Skills Initiative
(BSI)
Academy of College
Excellence (ACE),
STARS, PUENTE,
Learning Communities
Women’s Educational
Success (WES) &
Emergency Loan/Grant
Program
Cabrillo Advancement
Program (CAP)
Financial
Aid/Scholarships
Tutoring. Math Center,
Writing Center, STEM
Center
Cabrillo Food Pantry
Borrow a Book
Student Support
Conference Team
College: Cabrillo College
Degree/Certificate
Completion and
Transfer students
Economically and
Academically at risk
students
All Students
GF
Faculty Senate
SSSP/GF
Vice President, Students Services;
Dean of C&ESS, Dean of Student
Services
Dean of C&ESS
Veterans
SE, GF, CCF, VA
Basic Skills students
CAT
Basic Skills students
GF
Economically
disadvantaged students
CCF, ASCC
Latinos and
Economically
disadvantaged youth
Economically
Disadvantaged Students
All Students in need of
academic assistance
CCF
Dean of Student Services, CAP
Counselor
DOE, CCF, ASCC
GF, CCF, ASCC,
TV
Director of Enrollment Services,
Assistant Director of Financial Aid
Tutoring Coordinator, Math, Writing &
STEM Coordinators
Economically
Disadvantaged Students
Economically
Disadvantaged Students
Students in Distress
ASCC, CCF
Dean of Student Services
ASCC
Dean of Student Services
GF
Dean of Student Services
SSSP, GF
Dean of Student Services, Veterans
Program Coordinator
Vice President, Instruction, BSI
coordinator, Dean of BELA, Dean of
NAS
Vice President, Instruction, Dean of
Innovative Learning, Learning
Communities Coordinator, Dean of
BELA
Executive Director of the Cabrillo
College Foundation, Vice President,
Student Services, WES Advisors
*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; TV-Title V grant;
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Attachment C
Table of Concern
ID
Area
1 A
2 A
3 A
Metric
Access
Access
Access
Indicator
Access
Access
Access
Group
35 to 39
40 to 49
50 +
4 A
Access
Access
Veterans
5
6
7
8
Success
Success
Success
Success
African American
17 or less
18 & 19
20 to 24
Completion
Completion
African American
American Indian/Alaska
Native
Completion
Latino
Completion
Pacific Islander
15 B
16 B
Success Basic Skills
Success Basic Skills
Success Basic Skills
Success Basic Skills
Completion Non-Basic
skills
Completion Non-Basic
skills
Completion Non-Basic
skills
Completion Non-Basic
skills
Completion Non-Basic
skills
Completion Non-Basic
skills
Completion Non-Basic
skills
Success Non-Basic Skills
17
18
19
20
21
22
23
24
C
C
C
C
C
C
C
C
Remedial ESL
Remedial ESL
Remedial ESL
Remedial ESL
Remedial English
Remedial English
Remedial English
Remedial English
Remedial
Remedial
Remedial
Remedial
Remedial
Remedial
Remedial
Remedial
25
26
27
28
29
C
C
C
C
C
Remedial English
Remedial English
Remedial English
Remedial Math
Remedial Math
Remedial
Remedial
Remedial
Remedial
Remedial
B
B
B
B
9 B
10 B
11 B
12 B
13 B
14 B
Completion
Completion
Completion
Success
DII
74.7%
47.1%
35.3%
DDI Descriptor
Concern
Great concern
Great concern
22.1%
61.0%
77.8%
68.9%
78.5%
Great concern
Great concern
Concern
Great concern
Concern
74.8% Concern
78.5% Concern
77.8% Concern
73.4% Concern
18 & 19
78.1% Concern
20 to 24
76.8% Concern
Foster Youth
73.7% Concern
Foster Youth
73.7% Concern
20 to 24
25 to 39
40 +
Filipino
20 to 24
25 to 39
40 +
African American
American Indian/Alaska
Native
Latino
Pacific Islander
Male
40 +
71.8%
47.9%
22.3%
0.0%
64.3%
69.5%
40.4%
77.2%
Concern
Great concern
Great concern
Great concern
Great concern
Great concern
Great concern
Concern
56.2% Great concern
75.1%
60.5%
74.9%
48.8%
Concern
Great concern
Concern
Great concern
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
30 C
Remedial Math
Remedial
31 C
32 C
33 C
Remedial Math
Remedial Math
Remedial Math
Remedial
Remedial
Remedial
34
35
36
37
D
D
D
D
Completion Overall
Completion Overall
Completion Overall
Completion Overall
Completion
Completion
Completion
Completion
38
39
40
41
42
D
D
D
D
D
Completion Overall
Completion Overall
Completion Prepared
Completion Prepared
Completion Prepared
Completion
Completion
Completion
Completion
Completion
43
44
45
46
47
D
D
D
D
D
Completion Prepared
Completion Remedial
Completion Remedial
Completion Remedial
Completion Remedial
Completion
Completion
Completion
Completion
Completion
48 D
49 D
50 D
Persistence Overall
Persistence Prepared
Persistence Prepared
Persistence
Persistence
Persistence
51
52
53
54
55
D
D
D
D
D
Persistence Remedial
30 Units Overall
30 Units Remedial
30 Units Prepared
30 Units Prepared
Persistence
30 Units
30 Units
30 Units
30 Units
56
57
58
59
D
D
D
D
30 Units Prepared
30 Units Prepared
CTE
CTE
30 Units
30 Units
CTE
CTE
60
61
62
63
64
E
E
E
E
E
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
African American
American Indian/Alaska
Native
Asian
Latino
12.6% Great concern
20 to 24
25 to 39
40 +
African American
American Indian/Alaska
Native
Latino
20 to 24
25 to 39
40 +
American Indian/Alaska
Native
20 to 24
25 to 39
African American
Latino
American Indian/Alaska
Native
20 to 24
40 +
American Indian/Alaska
Native
20 to 24
20 to 24
20 to 24
25 to 39
American Indian/Alaska
Native
Filipino
25 to 39
40 +
American Indian/Alaska
Native
Filipino
Latino
20 to 24
25 to 29
51.2%
59.7%
78.8%
66.8%
41.4% Great concern
70.4% Concern
67.3% Great concern
Great concern
Great concern
Concern
Great concern
67.0% Great concern
68.7%
53.6%
53.6%
77.4%
Great concern
Great concern
Great concern
Concern
46.6% Great concern
60.7%
71.4%
65.4%
78.3%
Great concern
Concern
Great concern
Concern
71.0% Concern
69.9% Concern
50.4% Great concern
64.0% Great concern
72.7%
77.2%
51.6%
61.9%
Concern
Concern
Great concern
Great concern
45.6% Great concern
68.4% Great concern
69.7% Concern
70.9% Concern
71.1% Concern
65.1%
69.8%
50.2%
64.0%
Great concern
Great concern
Great concern
Great concern
Cabrillo College Student Equity Plan
53
District: Cabrillo College
65
66
67
68
69
College: Cabrillo College
E
E
E
E
E
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
70 E
Transfer
Transfer
71 E
72 E
73 E
Transfer
Transfer
Transfer
Transfer
Transfer
Transfer
35 to 39
40 to 49
50 +
Mobility Impaired
Other Disability
Received BOG (Board of
Governors) Aid
Received Other Financial
Aid (Except BOG or Pell)
24.2%
71.1%
20.5%
48.4%
72.6%
Great concern
Concern
Great concern
Great concern
Concern
Received Pell Grant
Foster Youth
73.9% Concern
67.8% Great concern
71.5% Concern
78.3% Concern
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
Attachment D
Equity indicators by demographic group
Cabrillo College Student Equity Plan
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Cabrillo College Student Equity Plan
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District: Cabrillo College
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College: Cabrillo College
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District: Cabrillo College
College: Cabrillo College
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
Student Support (Re)defined http://www.rpgroup.org/projects/student-support-redefined
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-developmental-education-acceleration.html
http://ccrc.tc.columbia.edu/publications/ccbc-alp-student-outcomes-follow-up.html
http://ccrc.tc.columbia.edu/publications/accelerating-academic-achievement-developmental-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-cautious-experiment-acceleratedremediation
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
Cabrillo College Student Equity Plan
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District: Cabrillo College
College: Cabrillo College
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 Implantation 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 Michalowski, Vice Chancellor, CCCCO
& Sonia Ortiz-Mercado, Dean of Students, CCCCO
Student Success Update (1.1Mb PowerPoint)
Patrick Perry, Vice Chancellor, CCCCO
Setting Our Sights (307K PowerPoint)
Kathy Booth, Executive Director, RP Group
CCCCO Student Success Web Site
Timeline for Implementation
Cabrillo College Student Equity Plan
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