CABRILLO COLLEGE
CABRILLO ADVANCEMENT PROGRAM
(CAP)
Program Review
May 14, 2013
Table of Contents
Section One: Program Overview
1.
Background and history …………………………………………………………………..………..1
2.
Mission and Purpose ……………………….….……..………………………………………..….. 1
3.
Staffing and CAP Activities …………………………………………………………………..… 1
4.
Whom do you serve? ....................................................................................................................... 2
5.
Collaborations with other departments/offices/institutions ……………………….…………..…..2
Section Two: Planning and Outcomes
1.
Student Services Learning Outcomes ……………………………………………………………..7
2.
Student Services Learning Outcomes Assessment and result ……………………………………7
3.
Recommendations …………………………………………………………………..……………...9
4.
Accomplishments ……………………………………………………..……………………………9
5.
Process Review ………………………………………………………….…………………………9
Section Three: Goals and Recommendations
1.
Goals and Recommendations …………………………………….………………………………10
Addendum 1
1.
History of the Cabrillo Advancement Program …………………………...……………………..13
Section One: Program Overview
1.
Background and history
The CAP program began in 1991 at E.A. Hall Middle School with twelve (12) recipients and ten
(10) alternates in the first year. Since then, it has expanded and has participants in eleven schools
throughout Santa Cruz County. Currently participating schools include E.A. Hall Middle,
Lakeview Middle, Shoreline Middle, Mission Hill Middle, Pajaro Middle, Rolling Hills Middle,
Harbor High, Santa Cruz High, Soquel High, PajaroValley High and Watsonville High.
The program is jointly sponsored by Cabrillo College and the Cabrillo College Foundation. The
CAP program is funded through a growing endowment which supports program activities and
scholarships. Students who complete CAP receive $2,000 in scholarships upon high school
graduation for their first and second year at Cabrillo. The $1,000 scholarship for CAP students in
their first year at Cabrillo College is interest bearing from the time the student enters the program
during their 6th grade year of middle school. Scholarships are not redeemable until the student
graduates from high school and enrolls at Cabrillo College.
The scholarship component of the program is complemented by enriched activities designed to
develop the attitudes and skill levels necessary for academic success. Through collaboration with
the six middle schools and presently with five high schools, CAP has been able to provide the
services described in Section 3 Staffing and Cap Activities.
A more detailed account of CAP’s history can be found in Addendum 1 of this report.
2.
Mission and Purpose
The Cabrillo Advancement Program (CAP) is a scholarship and enrichment program designed
to prevent the drop out of low-income students at the middle school and high school. The overall
goal of the program is to increase the enrollment and success of low-income students at Cabrillo
College. Under Core Four Competencies, the CAP program addresses Competency number four,
Personal Responsibility and Professional Development. CAP participants learn to understand the
importance of being dependable, reliable and accountable and learn to maintain a positive
personal attitude.
3. Staffing and CAP Activities:
The CAP program operates with a full-time Counselor/Coordinator (funded by the Cabrillo
College District), a 50% CAP Adviser, 50% CAP Office Assistant, 10 tutors (Cabrillo or UCSC
students). The current CAP office space is shared with the Puente Counselor. When private
counseling is needed for students by the Puente counselor, the CAP Coordinator steps away from
her office workspace to give privacy to the Puente counselor’s counseling session. This is not a
good situation and is further addressed under recommendations below.
RECRUITMENT:
In the months of November and December the Coordinator and advisor visit all the six middle
schools to give presentations to all 6th grade Language Arts classes. The presentations are
comprised of program description, application guidelines (Financial need), essay topics and
deadlines.
SELECTION:
Each of the six middle schools have a selection committee to select the 10 recipients from their
respective schools.
After School Tutoring Program
After school tutoring services are provided at all eleven schools. Each school site has a tutor
providing instructional assistance to CAP recipients and alternates. Tutors have a strong
background in math, language arts, and science.
Counseling Services
A key element of the CAP program is the individual counseling of students. The CAP counselor
and Advisor visit all eleven schools on a regular basis to monitor student academic progress and
provides career and guidance counseling.
Saturday Academies
Bimonthly academies are planned for the entire school year. Recipients are invited to attend the
enrichment workshops provided by guest speakers.
Parent Education
Establishing a reciprocal relationship between the CAP program, school, and parents is an
important factor in the success of CAP students. Workshops are held throughout the year for
parents to assist in taking an active role in their children’s education.
Summer Leadership Institute
Participants are invited to attend a week-long institute. The institute takes place on the Cabrillo
College campus. Workshops on decision-making, goal setting, values clarification and leadership
are provided.
4. Whom do you serve? The CAP program serves students from three local school districts in Santa
Cruz County, Pájaro Valley Unified School District (PVUSD), Santa Cruz City School District
(SCCSD) and Live Oak School District (LOSD) with a target population of low-income, most of
which are first generation students. The program begins serving participants in the 6th grade and
continues to serve them through high school graduation. During the 6th grade induction year,
CAP identifies and serves 10 students at each of the six middles schools participating in the
program. This cohort of 60 students is followed each year through their high school graduation.
Thus CAP has the potential of serving 420 students during each academic year. Unfortunately,
due to extenuating circumstances, some students leave their school districts, move out of the area
or drop out of the academic pipeline for which it is estimated that the CAP program serves
approximately 370 students annually.
5. Collaboration with other departments/offices/institutions. The CAP program collaborates with
three local school districts in Santa Cruz County, the Pájaro Valley Unified School District
(PVUSD), the Santa Cruz City School District (SCCSD), the Live Oak School District (LOSD),
the Cabrillo College Student Employment Office, the University of California at Santa Cruz, the
Cabrillo College Foundation, the Santa Cruz County Office of Education – Regional
Occupational Program (ROP) and the Puente Office.
2
The Cabrillo College Foundation
• Since 1991, the Cabrillo College Foundation has considered the CAP program one of its
most successful outreach efforts. The Cabrillo College Foundation has been a driving
force of the program and provides support to CAP in the following ways:
•
Guarantees funding for $1,000 scholarships (plus interest) to each of the 60 new 6th
graders inducted into the program who enroll at Cabrillo, a $1,000 scholarship to each
CAP student who continues in their second year at Cabrillo, and offers two CAP
scholarships to CAP students who are transferring from Cabrillo to a four-year university
•
In 2012-13 provided $123,324 for important student services and program support, such
as tutoring, counseling, field trips and events, a week-long summer leadership institute,
Saturday academy workshops, and support staff for program operations
•
Sponsors a committee to monitor the CAP program which meets two to three times a year
and more often if needed
•
Continues fundraising efforts annually on behalf of the CAP program
Local School Districts
In 1991, CAP started collaborating with the three local school districts to recruit and select a new
cohort each year. Once students are selected, students are visited by the CAP Counselor or
Advisor at each of the participating schools to monitor academic progress, supervise tutors and
plan and implement activities.
Cabrillo College Student Employment Office
Since, 1991, CAP has collaborated with the Cabrillo College Student Employment Office to hire
Cabrillo College students as tutors for CAP.
The University of California at Santa Cruz
Professor Catherine Cooper
Since 1997, CAP has collaborated with Professor Catherine Cooper, of the Bridging Multiples
Worlds Project at the University of California Santa Cruz. Professor Cooper has served as a
resource and an instructor from 1996 through the present. As a resource, Professor Cooper and
her graduate students have been able to assist CAP in looking at ways to better improve CAP.
With her graduate students they have served as instructors for our Saturday Academies and our
Summer Institutes and helped create the curriculum It’s All About Choices, used in our Summer
Institute.
UCSC Student Employment
In 1999, CAP started working with UCSC Student Employment office to hire UCSC students on
work study as tutors for the CAP program.
3
GEAR-UP
Since 2001, CAP has collaborated with GEAR-UP, housed at the Educational Partnership Center
(EPC), at The University of California, Santa Cruz. Through this collaboration students in the
Pájaro Valley Unified School District (PVUSD) have been served with extra academic advising
and college awareness activities in support of their academic pathway towards a post-secondary
education.
Santa Cruz County Office of Education
Since 2009, CAP has collaborated with the Santa Cruz County Office of Education- ROP. ROP
has taught classes in the Summer Institute to our students in Digital Media, Horticulture, Medical,
Public Safety, Culinary and Transportation.
PUENTE OFFICE
In the spring of 2012, the Puente counselor and CAP Coordinator/Counselor were moved into one
office space in the SAC West lower level. In respect for the need for privacy for each program,
the Puente counselor and CAP Coordinator/Counselor, try to plan activities at different times.
This effort, however, prevents the full and efficient use of office space for both programs.
Unfortunately, in order to make this arrangement work, the need for a private counseling setting
is sometimes negotiated.
6. Funding and Budget
Table 1
Scholarships
Operating
CAP
Coordinator
Salary
TOTAL
2007-08
Actual
$77,268
$71,819
$101,176
2008-09
Actual
$77,659
$75,162
$101,176
2009-10
Actual
$76,659
$94,944
$113,804
2010-11
Actual
$86,659
$91,704
$113,804
2011-12
Actual
$82,659
$104,427
$120,708
2012-13
Budget
$77,659
$123,324
$123,656
$250,263
$253,997
$285,407
$292,167
$307,794
$324,639
Budget Narrative (Operating Expense)
In 2007-08 Lakeview Middle School was added to the program, increasing the number of CAP
students accepted into the program each year from 50 students to 60 students. It is important to
note that each year, CAP would be serving an additional 10 students as the cohorts move up in
grades levels through their high school graduation year for a total of 60 new students in the
program.
A part-time CAP Advisor with a counseling background and additional tutors were hired to
handle the increase in CAP students and ensure support at each school. The fluctuations of the
operating expenses can be primarily attributed to the CAP tutor expense, CAP Advisor, and CAP
Office Assistant expense. Because many CAP tutors receive federal work-study, in which a
large percentage of the student's salary is covered by federal funding, CAP tutor expenses varies
greatly from year to year.
4
Detailed below is an explanation of operating expense fluctuations:
•
•
•
•
From 2008-09 to 2009-10 there was a $19,782 increase in the operating expense. CAP
Tutors accounted for $12,000 of the increase, the CAP Advisor accounted for $3,000, as
well as $3,000 for the CAP Office Assistant, and $2,000 for benefits.
From 2009-10 to 2010-11 there was a $3,000 decrease in the operating expense, which
can be attributed to CAP Tutors receiving federal work-study awards.
From 2010-11 to 2011-12 there was a $13,000 increase in the operating expense. CAP
Tutors accounted for $4,000 of the increase, the CAP Advisor accounted for $5,000 and
buses for the Summer Institute accounted for $4,000.
From 2011-12 to 2012-13 the projected $19,000 operating increase is attributed to CAP
Tutors for $10,000, the CAP Advisor for $4,000, and the CAP Office Assistant for
$5,000.
Budget Narrative (Scholarship Expense)
The scholarship amount reported each year includes $68,659 for the 60 new 6th grade students
inducted into the program (including interest) and the actual amount of Barbara Samper CAP
Second Year Scholarships that were awarded that year.
First Year CAP Scholarships
Each CAP student who is accepted into the program is promised a $1,000 scholarship upon
graduation from high school and enrollment at Cabrillo College. A scholarship liability is booked
in the CAP student’s name and is interest bearing from the time the student enters the program in
6th grade. Table 2 below outlines the number of scholarships awarded each year since 2007.
Table 2
Year
#
Scholarship
Students
Awarded
2007
21
2008
18
2009
18
2010
23
2011
18
2012
17
Second Year CAP Scholarship
In 2007, the Barbara Samper CAP Second Year Scholarships in the amount of $1,000 each, was
established. This is awarded to CAP students continuing at Cabrillo College. Table 3 below
outlines the number of scholarships awarded each year since 2007.
5
Table 3
Year
#
Scholarship
Students
Awarded
2007
9
2008
9
2009
8
2010
18
2011
14
2012
9
Transfer CAP Scholarships
Beginning in 1999, CAP began awarding two transfer scholarships. These are for CAP students
who transfer from Cabrillo to a four-year college or university. Table 4 outlines the number of
scholarships awarded each year since 2007.
Table 4
Year
#
Scholarship
Students
Awarded
2007
2
2008
1
2009
2
2010
1
2011
2
2012
2
CAP High School Graduation and College Data Collection for Evaluation
This CAP data has been collected in two ways:
1) An annual phone survey of CAP students in their senior year of high school is conducted in
June of their senior year of high school to find out if they are graduating from high school and if
they intend to enroll at Cabrillo or another college.
2) Annual requests from the Santa Cruz City Schools District office and individual high schools
in the PVUSD to obtain high school graduation data.
The challenge with collecting data through the annual phone survey is that it is conducted only
once, so high school graduation data and enrollment at Cabrillo or other colleges can change
within a matter of months. The follow-up is limited, so many times we did not receive feedback
6
from 100% of the student cohort. It was also extremely difficult to collect the data by working
with the school districts. The data that was reported was inconsistent. For PVUSD, the process
for obtaining data did not address the students that may have moved to different schools within
the same District. This was collected annually and did not address students who may have taken
an extra year to graduate. Table 5 and graph 1 below summarize the data collected.
Section Two: Planning and Outcomes
1.
Student Learning Outcomes for CAP are as follows:
a. CAP SSLO 1. Students will utilize CAP services to graduate from high school and/or
enroll in college.
b. CAP SSLO 2. CAP students who attend Cabrillo will participate in all registration,
assessment and enrollment activities, and if appropriate, utilize referrals from the
CAP Coordinator for student support services.
2. Student Learning Outcomes Assessment and Results:
SSLO # 1
Meeting Date
October 4, 2012
Number of Staff
participating
2 (CAP Coordinator and Dean of Student Services)
100%
% of department
SSLOs measured
CAP SSLO 1. Students will utilize CAP services to graduate from high school and/or enroll
in college.
Assessment Tool
A matrix showing each student listed in CAP was developed to cross-reference the
activities each student attended throughout the year. Attendance sheets will be used to
complete the matrix.
(Briefly describe
assessment tool)
Assessment Analysis
(Summarize the
assessment results;
discuss what student
needs and issues were
revealed)
Next Steps
Sixty-nine students attended the Fall 2011 Saturday Academy which had a capacity of
80. That means that the Saturday Academy was filled to 86% capacity. One hundred
seven students attended the Summer 2012 Institute which had a capacity of 80. That
means that the Summer 2012 Institute was filled to 134% of capacity. The Saturday
Academy was near capacity and we will continue to work towards serving students with
full capacity. The Summer Institute is significantly over capacity causing issues of
transportation and classroom/activity crowdedness.
The biggest issue is being over-capacity. This must be addressed by the CAP
Coordinator, Dean of Student Services (administrative supervisor) and Cabrillo College
Foundation Committee (sponsoring agency for CAP at Cabrillo). It may be necessary to
7
(How will you address the
needs and issues revealed
by the assessment?)
increase the capacity of service by addressing the issues that affect capacity, mainly
transportation and funding for the workshops and lessons provide at each event. Any
increase in capacity, however, must be supported by Cabrillo College Foundation as
these activities are completely funded by the Cabrillo Foundation.
Timeline for
Implementation
These findings will be reported at the next CAP Committee meeting on October 18 and
will continue to be a topic of discussion at the weekly meetings between the CAP
Coordinator and the Dean of Student Services as needed.
SSLO # 2
Meeting Date
October 4, 2012
Number of Staff
participating
2 (Cap Coordinator and Dean of Student Services)
100%
% of department
SSLOs measured
CAP SSLO 2. CAP students who attend Cabrillo will participate in all registration,
assessment and enrollment activities, and if appropriate, utilize referrals from the CAP
Coordinator for student support services.
Assessment Tool(Briefly
describe assessment tool)
CAP high school graduates will be referenced in the Cabrillo College enrollment data
base to determine who has actually registered for fall classes.
Assessment Analysis
From the most recent CAP high school graduates, spring 2012, 26 have registered for
and are attending classes. This means that each one has completed the application for
admission, taken an assessment in math and English and completed a financial aid
application as prompted by the CAP Coordinator. The CAP Coordinator reports that
some of these students need to learn how to active the Higher One – Cabrillo Access
Card – required to get their CAP scholarship. This is a new procedure for all CAP
students beginning this year. One major areas of concern as surfaced; students who do
not have social security number, cannot active the Higher One Cabrillo Access card.
This will be the case for all AB 540 students and this might prevent these students from
receiving their CAP Scholarship a major support service.
(Summarize the
assessment results;
discuss what student
needs and issues were
revealed)
Next Steps
(How will you address the
needs and issues revealed
by the assessment?)
Timeline for
Implementation
This issue will be addressed by meeting with the Financial Aid Office Staff to plan for
alternative ways to get the scholarship to CAP students who do not have a SSN. An
alternative might be to ask the Cabrillo Foundation to reinstitute the previous
procedures of issuing a check for the scholarship directly to the students.
Action to resolve this issue will take place within the next few weeks.
8
3. Recommendations based on SSLO Assessment (include next steps, timeline for plan, budget
if appropriate)
Per the review of the status of the 2 SSLOs for CAP, the following is noted:
a) Based on the analysis of SSLO 1, it is recommended that the CAP leadership review
the needed resources to increase the capacity for CAP services, specifically for the
summer institute. It is recommended that this review take place at the next CAP
Committee.
b) The analysis of SSLO 2 indicates a need to address the issue of CAP students are AB
540 not having social security numbers and therefore having difficulty accessing
scholarship funds disbursed through the Higher One card system. Since the writing
of the analysis of this SSLO, in the fall of 2012, procedures have been identified to
give AB 540 students easy access and use of the Higher One care. Thus, the only
recommendation remaining on this issue is for the CAP Coordinator/Counselor to
contact all AB 540 students receiving scholarships of the appropriate procedure for
accessing the Higher One card.
4. Accomplishments – The CAP administration and Cabrillo Foundation is proud of the
accomplishments of the CAP program. A review of Table 5 shows that in the last three years
the high school graduation rate for CAP students has been between 78% and 84%. In
addition, the number of CAP students attending college has been between 70 and 84%.
5. Process Review:
a. How are your processes reviewed to ensure they are effective and support SSLOs
and student success? The Coordinator meets with various constituents throughout
the year to review the program. These meetings include:
•
CAP Committee Meetings -the CAP committee meets each semester as
needed in a governing board capacity. This committee is composed of
members of the Cabrillo College Foundation administration and several of
their donors, the Cabrillo College administration, the CAP
Coordinator/Counselor and CAP Office Assistant.
•
Weekly Meetings- The CAP Coordinator meets with her direct Supervisor,
the Dean of Student Services at weekly meetings for updates and related
CAP business.
•
Meetings with Foundation staff- the Coordinator, Dean of Student Services
meet with Foundation staff as needed.
•
Staff Meetings - The Coordinator/Counselor holds a monthly staff meeting
with all tutors, CAP Advisor and the CAP Office Assistant to plan and
implement CAP activities.
•
Meetings with local school districts - Each semester the
Coordinator/Counselor meets with the school site personnel for updates and
to share other pertinent information.
9
•
Collaboration Team- Throughout the academic year the
Coordinator/Counselor meets with members of the various collaboration
members for updates. These collaboration members include representatives
from UC Santa Cruz and The County office of Education.
Section Three: Goals and Recommendations
Goal 1 Relocate CAP Office.
Recommendation 1
Considering that the CAP Coordinator/Counselor and the PUENTE Counselor share an office, it
is recommended that the CAP Counselor/Coordinator be relocated to a workspace that can
provide for confidential meetings with students as needed and eliminate the need for the CAP
Coordinator to leave the office when Puente counseling is taking place.
Sharing the office space is not conducive to the operation of an efficient and professional process.
Counseling students effectively requires privacy and cannot be achieved in the CAP Office under
the current conditions, unless one of the two counselors (the CAP Coordinator/Counselor or the
Puente counselor) steps out of the office. Thus, under sensitive moments in counseling students
by the Puente counselor, the CAP Coordinator steps away from her office workspace to give
privacy to the Puente counselor’s counseling session. This causes interruption and inefficiency in
the operation of the CAP program.
Goal 2 - Provide 2 transfer scholarships annually.
Recommendation 2 - In order to ensure that two scholarships are awarded every year, it is
recommended that a plan be developed to inform all eligible CAP transfer students of the
second-year transfer scholarship availability. This should address the inconsistency demonstrated
in Table 4.
Goal 3 - Provide a second-year scholarship to all CAP continuing students at Cabrillo
College.
Recommendation 3 - In order to ensure that the maximum number of second-year scholarships
are awarded, it is recommended that a plan be developed to inform all eligible CAP second-year
students of this opportunity. See Table 3 for data reflecting this recommendation.
Goal 4 –Explore new avenues to collect firm high school graduation and College enrollment
data.
Recommendation 4. In order to meet this goal, it is recommended that the CAP leadership
engage in the following:
a) Continue working with Cabrillo's Planning and Research Office (PRO) to determine
what data can be determined on CAP students through the Cabrillo Data Warehouse
and Cal-PASS.
b) Continue to explore how to access the Data Collaborative, a group formed through
the Santa Cruz County College Commitment (S4C), and Cal-PASS, to extract,
reliable and consistent high school graduation data.
Goal 5 – Identify student demographic group(s) by which to compare the graduation/college
bound data with CAP in order to determine the significance of CAP accomplishments.
Recommendation 5. Work more closely with the UCSC Gear-Up/CAP partnership to gather high
school and college bound data for the Gear-up target population. This data could be very helpful
in determining the significance of the percentage of CAP high school graduates and college entry
10
after high school. At of the writing of this report, the UCSC Gear-Up administration has agreed
to provide this data soon. This data and comparison should be available for the CAP Annual
Program Review Update.
Goal No. 6 – Implement the 2 recommendations in Section Two, subsection 3,
Recommendations Based on SSLO Assessment.
Although these are stated earlier in this report, they are repeated here for easier reference to all
recommendations as a result of the entire report.
a) Based on the analysis of SSLO 1, it is recommended that the CAP leadership review
the needed resources to increase the capacity for CAP services, specifically for the
summer institute. It is recommended that this review take place at the next CAP
Committee.
b) The analysis of SSLO 2 indicates a need to address the issue of CAP students are AB
540 not having social security numbers and therefore having difficulty accessing
scholarship funds disbursed through the Higher One card system. Since the writing
of the analysis of this SSLO, in the fall of 2012, procedures have been identified to
give AB 540 students easy access and use of the Higher One care. Thus, the only
recommendation remaining on this issue is for the CAP Coordinator/Counselor to
contact all AB 540 students receiving scholarships of the appropriate procedure for
accessing the Higher One card.
11
Table 5
CAP High School Graduation/College Data
90.0%
85.0%
80.0%
75.0%
70.0%
65.0%
60.0%
55.0%
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Total % HS Grad 75.0%50.0%72.1%57.9%59.4%59.4%48.1%30.0%55.0%49.0%54.5%66.3%64.0%84.0%78.0%80.0%
Total % College 65.0%44.1%59.0%46.1%42.6%42.6%48.1%29.0%43.8%44.0%41.4%34.7%74.0%84.0%78.0%70.0%
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Addendum 1
Cabrillo College Foundation
History of the Cabrillo Advancement Program (CAP)
March 1, 2013
1990
Dr. Robert Swenson, retired Cabrillo College President, who passed away in 2007, felt strongly about
helping the youth in our community get to college. More and more research was emerging that talking
about college early was essential to getting high risk students to graduate high school and go to college.
Initially, Dr. Swenson talked about creating a program that began in the 5th grade, at the elementary
school level. Logistically, middle school, 6th grade, seemed to be the better place to start, as the number
of schools to reach was smaller.
CAP was established as a scholarship program for low-income, high risk students, with the goal of
planting seeds for students to graduate from high school and attend college and provide a $1,000
scholarship, plus interest, as an incentive for reaching that goal.
1991
Eva Acosta was recruited to be the first CAP Coordinator. Eva had previously worked at EA Hall Middle
School and provided the connection to the first CAP school. With Eva’s connection to EA Hall, there
were no barriers for her to speak to students in their classrooms about college and their future. Eva would
ask 6th grade students to set a goal for their future and think backwards to figure out how to get to their
goal. Students would write essays about this and it became the starting point of the CAP program. For the
first couple of years, Eva provided a $50 Cabrillo College book certificate that they could redeem when
they became students at Cabrillo, to all students who wrote the essay. Eventually Eva was able to make
the essay part of the 6th grade curriculum. Based on the essays students were chosen to receive a CAP
Scholarship.
The first CAP Class in 1991 started with
12 recipients and 16 alternates. Eva knew
there would be a high attrition rate with
the students of migrant families and the
highest need students, so we chose
alternates to receive the scholarship if
recipients did not come through. In one of
the first CAP classes, one of the students
was the brother of the number one gang
leader in Watsonville at the time.
Unfortunately, CAP was not able to
positively affect this student’s life, but
these were the students CAP was trying to
support.
13
Cabrillo College Foundation
History of the Cabrillo Advancement Program (CAP)
March 1, 2013
Page 2
1992
CAP added Mission Hill Middle School to the program and selected 10 recipients and 10 alternates from
both Mission Hill and EA Hall.
1993
Eva’s personal connection between Cabrillo College and EA Hall was critical in making CAP work in the
early years. A person without a connection to the middle school would have not have made any progress
with this program. In addition, through Eva’s close relationships with EA Hall teachers, she was able to
see after a couple of years, that providing CAP Scholarships as an incentive was not enough to make an
impact on these high risk students. The CAP program began providing tutoring, counseling, mentoring,
and field trips for CAP students. Saturday Academies were added to the program and students were
invited to attend fun academic workshops on the Cabrillo campus. A week-long Summer Institute was
also added, which provided academic, leadership, and college workshops on the Cabrillo campus.
The CAP Program quickly evolved from
a scholarship program to a program
providing one-on-one support through
tutoring and exposure to college through
events held at Cabrillo from the 6th grade
and continuing through high school. CAP
students and parents are offered
comprehensive college preparation
information and services and CAP
students are awarded a $1,000 scholarship
to Cabrillo, contingent on high school
graduation and enrollment at Cabrillo. For
each CAP scholarship recipient, an
alternate is selected who participates in all
aspects of the program but does not receive
a commitment of a scholarship award.
CAP added Shoreline Middle School to the program and selected 10 recipients and 10 alternates from
Shoreline, Mission Hill, and EA Hall.
1995
Liz Dominguez became the CAP Coordinator. CAP added Pajaro Valley to the program, along with
Shoreline, Mission Hill, and EA Hall. 10 recipients and 10 alternates were selected from each school.
CAP began adding 80 new students to the program each year.
14
Cabrillo College Foundation
History of the Cabrillo Advancement Program (CAP)
March 1, 2013
Page 3
1998
CAP added Rolling Hills Middle School to the program, along with Pajaro, Shoreline, Mission Hill, and
EA Hall. 10 recipients and 10 alternates were selected from each school. CAP began adding 100 new
students to the program each year.
2003
By 2003, the CAP program had grown to over 450 students who were CAP recipients and alternates
receiving CAP services. With funding for only one CAP coordinator, it became clear that the efficacy of
the program could be increased with the elimination of CAP alternates. In 2003, only CAP recipients
were selected, adding 50 new students to the program each year.
2007
Through the generous endowed donation of over $750,000 from the Borina
Foundation, CAP was able to add Lakeview Middle School to the program. The
sustainable funding allowed the program to hire a CAP Advisor to support the
CAP Coordinator. In 2007, 10 new CAP students were selected to be a part of
CAP. CAP began adding 60 new students to the program each year.
2008
Barbara Samper made the largest
donation in Cabrillo’s history to
support CAP and provide Barbara
Samper CAP Second Year Scholarships to CAP Students.
Starting in 2008, all CAP students who enroll at Cabrillo will
receive a $1,000 scholarship for their first year at Cabrillo
and a $1,000 scholarship for their second year at Cabrillo,
thanks to Barbara’s generous donation.
2012
CAP has grown to include 350 participants in 12 schools throughout Santa Cruz County. CAP scholars
are selected through a competitive process open to students who qualify for free or reduced lunches under
Federal guidelines, show academic potential, and have a good school attendance record. As a part of the
application process, students are required to write a personal essay describing their goals and interests.
Beginning with the first year of middle school and continuing through high school, CAP students and
their parents are offered comprehensive college preparation information and services. Students receive
after-school tutoring and participate in counseling and extra-curricular activities that sustain their
commitment to preparing for college. They are awarded $2,000 in Cabrillo scholarships.
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