Hartnell College
Student Equity Plan
January 1, 2015
HARTNELL COLLEGE STUDENT EQUITY PLAN
Table of Contents
Signature Page ...............................................................................................................
Executive Summary .......................................................................................................
Target Groups ..............................................................................................................................
Goals ............................................................................................................................................
Activities .......................................................................................................................................
Resources .....................................................................................................................................
Contact Person/Student Equity Coordinator ...............................................................................
Campus-Based Research ................................................................................................
Overview ......................................................................................................................................
Indicator Definitions and Data .....................................................................................................
Access .....................................................................................................................................
Course Completion (Retention) .............................................................................................
ESL and Basic Skills Completion .............................................................................................
Degree and Certificate Completion .......................................................................................
Transfer ..................................................................................................................................
Goals and Activities .......................................................................................................
Access .....................................................................................................................................
Course Completion (Retention) .............................................................................................
ESL and Basic Skills Completion .............................................................................................
Degree and Certificate Completion .......................................................................................
Transfer ..................................................................................................................................
Budget ...........................................................................................................................
Sources of Funding.................................................................................................................
Evaluation Schedule and Process ...................................................................................
Attachments (Optional) .................................................................................................
2014 Student Equity Plan ii
Hartnell College
Student Equity Plan
Signature Page
District:
Hartnell Community College District
Date Approved by Board of Trustees:
College President:
Dr. Willard Lewallen
Vice President of Student Services:
Dr. Romero Jalomo
Vice President of Instruction:
Dr. Lori Kildal
Academic Senate President:
Ms. Carol Kimbrough
Student Equity Coordinator/Contact Person:
Ms. Kathy Mendelsohn
2014 Student Equity Plan iii
Executive Summary
2014 Student Equity Plan 4
District: Hartnell Community College District
DRAFT
College: Hartnell College
EXECUTIVE SUMMARY
Executive Summary
Target Groups
Goals
Activities
Resources
Contact Person/Student Equity Coordinator
Founded in 1920, Hartnell College is one of the oldest educational institutions in California and
operates three campuses in the Salinas Valley: the Main Campus at 411 Central Avenue in
Salinas, which opened in 1936; the Alisal Campus (formerly East Campus) at 1752 E. Alisal
Street in Salinas; and the King City Education Center at 117 N. Second Street in King City,
located in southern Monterey County. The King City Center celebrated its ten-year anniversary
in 2012. The college also delivers on-site instruction at communities throughout its District.
The college’s nearly 10,000 students (7,100 FTES) are diverse, with Latino students accounting
for more than 60percent of enrollments, reflecting the greater community population. Many
students are the first in their family to attend college, and many speak Spanish as their primary
language. Hartnell has earned the federal designation as a Hispanic Serving Institution. In 2012,
the college was awarded two Title III HSI STEM and Articulation grants for the purpose of
improving student access and success for underrepresented groups in the STEM disciplines.
With more than half of the District’s population living below the poverty level of income, the
college provides an opportunity for making a significant social and economic impact on the
community and the lives of the individuals.
Hartnell College is committed to ensuring student equity throughout the programs and services
it offers, as is evidenced in Board Policy 5300:
The Board is committed to assuring student equity in educational programs and college
services. The CEO or designee shall establish and implement a student equity plan that
meets the Title 5 standards for such a plan.
This commitment is also portrayed in the College’s mission statement:
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
2014 Student Equity Plan 5
District: Hartnell Community College District
DRAFT
College: Hartnell College
In addition, Hartnell College has included ensuring equity across the college in its strategic
planning:
Strategic Priority 1—Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and
prospective constituent individuals and groups.
Outcome 1A.6: Increase participation rates for historically underrepresented students
Outcome 1A.5: Provide an inviting, welcoming, and supportive campus atmosphere for
all student groups
Strategic Priority 2—Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative environment
to help students pursue and achieve educational success.
Outcome 2B.1: By academic year 2017-2018, Hartnell College will achieve
approximately equal success rates among all demographic groups for measures on the
California Community College Chancellor’s Office “Student Success Scorecard”
Strategic Priority 3—Employee Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities,
signage, curricula, and other reflections of life at the college.
Outcome 3A.1: During 2013-14, establish a Diversity Development Committee.
Outcome 3A.2: To help Hartnell College become an ever-more welcoming place for all
members of the campus community, by the end of the 2015—2016 academic year,
successfully establish Hartnell College as a place that embraces all underrepresented,
disenfranchised, and other protected persons and groups.
Hartnell College further supports the importance of equity by including it as one of the tenets
of its core values:
Diversity and Equity—We embrace and celebrate differences and uniqueness among all
students and employees. We welcome students and employees of all backgrounds.
Hartnell College began the development of the Student Equity Plan by inviting faculty,
management, staff, and students to participate in the process; as a result, the SEP Work Group
2014 Student Equity Plan 6
District: Hartnell Community College District
DRAFT
College: Hartnell College
includes participants from the above constituents, who have been meeting regularly to discuss
and analyze data and to develop the narrative, goals, activities, outcomes, and budget for the
plan. The chair of the group meets weekly with the SEP/SSSP (Student Equity Plan/Student
Success and Support Program) Steering Committee. Upon completion of the plan, it will be
shared with the councils and committees that comprise the College’s participative governance
structure before being submitted to the Board of Trustees and the Chancellor’s Office.
Target Groups
The SEP Work Group examined student equity success data by using the tools recommended in
the “Updated Student Equity Plan” document as well as local college tools. Data was discussed
and analyzed in the framework of the five student equity success indicators as identified by the
Board of Governors in 2001:
A.
B.
C.
D.
Access
Course Completion
ESL and Basic Skills Completion
Degree and Certificate Completion
E. Transfer
Each of these success indicators was analyzed by using the disaggregated subgroups of gender,
ethnicity, and age as well as DE, foster youth, low-income students and veterans. In addition,
two methodologies (proportionality and the 80-Percent Rule) were used to measure
disproportionate impact.
Resources used to compile data include the following: CCCCO Management Information
Systems Data Mart to examine data, specifically the Basic Skills Cohort Progress Tracker,
Enrollment Retention and Success Rate, Student Success Scorecard Metrics, Special
Population/Term Count and Matriculation measures. Data was also gathered from Data on
Demand and Hartnell’s Financial Aid Office and Student Services’ various Program Planning and
Assessment (PPA) for Services, Offices & Non-Instructional Programs Comprehensive Review,
Annual Review & Action Plan[s] Spring 2014. In addition, data was extracted from the College’s
Title V tools.
The College noted the following from the data that were analyzed

A disproportionate impact exists in the successful completion of distance education (DE)
courses vs. non-DE; the College needs to disaggregate data to determine which groups
would benefit from more support services for courses offered in the DE modality.

Even in areas with no disproportionate impact, successful completion and persistence of
English and math classes should be examined (especially from courses one level below
transfer to transfer-level courses).
2014 Student Equity Plan 7
District: Hartnell Community College District
DRAFT
College: Hartnell College

Foster youth show lower rates of success/persistence in all three areas examined.

The “Under 17” age group is more successful in completion of courses than other age
groups. (This may be because of high school concurrent enrollment of students in that
age group.) The College should review developing success strategies for other age
groups.
NOTE: Goals, Activities, and Outcomes are in the Goals, Activities, and Outcomes section of
the plan. Once they have been finalized, they will be copied below into the Executive
Summary
A. Access
The percentage of each population group that is enrolled compared to that group’s
representation in the adult population within the community served. This percentage is
frequently calculated as a participation rate.
B. Course Completion
The ratio of the number of credit courses that students, by population group, complete
compared to the number of courses in which students in that group are enrolled on the
census day of the term.
C. ESL and Basic Skills Completion
The ratio of the number of students by population group who complete a degreeapplicable course after having completed the final ESL or basic skills course compared to
the number of those students who complete such a final ESL or basic skills course.
D. Degree and Certificate Completion
The ratio of the number of students by population group who receive a degree or
certificate to the number of students in that group with the same informed matriculation
goal as documented in the student educational plan developed with a counselor/advisor.
E. Transfer
The ratio of the number of students by population group who complete a minimum of 12
units and have attempted a transfer level course in mathematics or English, to the number
of students in that group who actually transfer after one or more (up to six) years.
Resources:
Resources to implement the Student Equity Plan goals and activities to achieve outcomes are
provided by the following sources of funding:


BSI funding
Categorical funding
2014 Student Equity Plan 8
District: Hartnell Community College District
DRAFT


College: Hartnell College
Grant funding
o Title III, Part F, HSI STEM and Articulation Program, US Department of Education
o Title V, Part A, Developing Hispanic-Serving Institutions Program, US Department of Education
o TRiO Student Support Program, US Department of Education
o National Science Foundation
o California Endowment
o Youth Empowerment Success Strategies Independent Living (YESS-ILP)—Foundation for
California Community Colleges
o Independent Living Program (ILP)—County of Monterey
o Transitional Age Foster Youth Health and Wellness Program (TAFY)
o Foundation for California Community Colleges
o CA College Pathways Initiative
o Walter S. Johnson Foundation
General Fund allocations for support programs, salaries, and benefits and professional development
Funding is allocated based on Program Planning and Assessment (PPA) documents and on
alignment to the College’s Strategic Planning Priorities. The Student Equity Plan was developed
by a work group of faculty, management, staff, and students and vetted through the College’s
councils and committee structure.
Contact Person:
The contact person for the Hartnell College Student Equity Plan is
Kathy Mendelsohn
Academic Affairs Dean, Learning Support, Resources, and Languages
Hartnell College
831.755.6827  kmendelsohn@hartnell.edu
2014 Student Equity Plan 9
District: Hartnell Community College District
DRAFT
College: Hartnell College
Campus-Based Research
2014 Student Equity Plan 10
District: Hartnell Community College District
DRAFT
College: Hartnell College
CAMPUS-BASED RESEARCH
Overview
Each of the five success indicators was analyzed based on gender, ethnicity, and age. Analysis of
the data identified other groups in which gaps were observed, such as with distance education
(DE). In addition, foster youth data and veterans’ data were examined.
Indicator Definitions and Data
A two part methodology was employed in conducting the following research. Per the
instructions provided by the CCCCO:
The proportionality methodology compares the percentage of a disaggregated subgroup
in an initial cohort to its own percentage in the resultant outcome group. The formula
for proportionality is the percentage in the outcome group divided by the percentage in
the original cohort (outcome percentage/cohort percentage). A ratio of 1.0 indicates
that a subgroup is present in both conditions at the same rate. A ratio of less than 1.0
indicates that the subgroup is less prevalent in the outcome than the cohort.
Conversely, a ratio greater than 1.0 indicates that the subgroup is more prevalent in the
outcome than the cohort. The higher the proportionality, the higher the rate at which a
subgroup has attained a desired educational outcome; the lower the proportionality
index the lower the attainment rate.
The second method is the “80% Rule” methodology which was used in Title VII enforcement by
the US Equal Opportunity Commission, Department of Labor, and the Department of Justice.
The 80% Rule (the Index) states that:
A selection rate for any race, sex, or ethnic group which is less than four-fifths (4/5) (or
eighty percent) of the rate for the group with the highest rate will generally be regarded
by the Federal enforcement agencies as evidence of adverse impact, while a greater
than four-fifths rate will generally not be regarded by Federal enforcement agencies as
evidence of adverse impact. [Section 60-3, Uniform Guidelines on Employee Selection
Procedure (1978); 43 FR 38295 (August 25, 1978)]
Using this methodology, the Index is calculated by dividing the completion rate of a nonreference subgroup into the completion rate of the reference subgroup, typically the one with
the highest completion rate. A result of less than 80 percent is considered evidence of a
disproportionate impact.
This investigation used the CCCCO Management Information Systems Data Mart to examine
data, specifically the Basic Skills Cohort Progress Tracker, Enrollment Retention and Success
Rate, Student Success Scorecard Metrics, Special Population/Term Count and Matriculation
2014 Student Equity Plan 11
District: Hartnell Community College District
DRAFT
College: Hartnell College
measures. Data was also gathered from Data on Demand and Hartnell’s Financial Aid Office and
Student Services’ various Program Planning and Assessment (PPA) for Services, Offices & NonInstructional Programs Comprehensive Review, Annual Review & Action Plan[s] Spring 2014. In
addition, data was extracted from the College’s own self-service research tools.
The five success indicator definitions as provided in “Attachment A: Instructions for Completion
of the Student Equity Plan” were used in creating this report. In addition, other groups, such as
foster youth, veterans, and DE students were included in the analysis of disproportionality.
2014 Student Equity Plan 12
District: Hartnell Community College District
DRAFT
College: Hartnell 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.
Research Findings
As reported in the Executive Summary, the Access indicator was analyzed using the
disaggregated subgroups of gender, ethnicity, and age, as well as DE, foster youth, and
veterans.
Access for Hispanics is similar in numbers to the population at 65 percent, high for nonHispanic/Whites at 45 percent and low in all other demographic groups.
In addition to looking at access to college enrollment, the college also reviewed data about
access to college services. The service data reviewed used the following indicators:








Orientation Services Received During the Term
Orientation Services Received Prior Terms Assessment Placement
Services Received during the Term
Assessment Services Placement Received Prior Terms
Assessment Services Other Received during the Term
Counseling/Advisement Services Received during the Term
Student Education Plan Development Services Received during the Term
Academic Follow-up Services Received during the Term
Gender. The data for Hartnell College show that the number of female and male students
enrolled is fairly equal. This is unlike many colleges, where female enrollments are much
greater than the enrollments of male students. Although the College shows equal enrollment
by gender, it is important to analyze the access of support services by gender. The access rates
for men and women using support services were equal at 50 percent overall. Only half the
cohort actually accessed any support (see table below). More than half the students who
accessed services accessed counseling. Women are slightly more likely to access services before
or during the first semester; however, overall men used counseling services more than women
at a 3 to 2 ratio.
It is recommended that future analysis include looking at services used by students first by
gender and then by ethnicity and age group.
2014 Student Equity Plan 13
District: Hartnell Community College District
DRAFT
College: Hartnell College
California Community Colleges Chancellor's Office
M atriculation Services Summary Report
Hartnell CCD
Students Count In The Term
Fall 2011
Fall 2012
Fall 2013
Student
Count
(Credit)
Student
Count
(Credit)
Student
Count
(Credit)
23,592
20,302
20,681
9,486
8,392
9,473
Female
51%
52%
48%
Male
49%
48%
52%
205
27
6
60%
59%
50%
Orientation Services Received During The Term
Female
Male
39%
41%
50%
3,685
2,663
2,681
Female
53%
57%
53%
Male
47%
43%
47%
996
1,012
1,348
Female
53%
49%
48%
Male
47%
51%
52%
5,922
5,769
5,745
Female
57%
56%
56%
Male
43%
44%
44%
1,888
1,346
790
Female
59%
58%
64%
Male
40%
42%
36%
964
667
280
Female
59%
57%
71%
Male
41%
43%
29%
416
420
321
Female
70%
67%
71%
Male
30%
33%
29%
30
6
37
0%
33%
49%
100%
67%
51%
Orientation Services Received Prior Terms
Assessment Placement Services Received During The Term-Total
Assessment Services Placement Received Prior Terms
Counseling/Advisement Services Received During The Term-Total
Student Education Plan Development Svs Received During The Term-Total
Academic Follow-up Services Received During The Term-Total
Matriculation Services Data Not Reported In Term
Female
Male
Age Group. The population in the district is 178,780 with 30 percent (59,604) (see table below)
under 30 years of age. Hartnell has approximately 10,000 students or approximately 6 percent
of the population under 30 years of age each semester. The entry student is between 17 and 24
years of age and accounts for 54 percent of the college population. The 25-29 age group
accounts for 11 percent of the college population. The 30-39 age group accounts for 13
percent, the 40-49 age group accounts for 10 percent, and the 50 years plus group, 8 percent
(see table below). The 17-24 age group was most likely to access these services: Orientation
Services, Assessment Placement Services, and Counseling/Advisement Services.
2014 Student Equity Plan 14
District: Hartnell Community College District
DRAFT
College: Hartnell College
District Age Breakdown
Age
2010 Population % of Population
15-19
20,088
11%
20-24
19,778
11%
25-29
19,738
11%
30-34
18,921
11%
35-39
17,056
10%
40-44
16,337
9%
45-49
15,335
9%
50+
51,527
29%
Total
178,780
Ethnicity. The ethnicity of students at Hartnell College matches the ethnicity of the community,
with two exceptions: White Non-Hispanic and Unknown. Differences in data reporting may
account for this discrepancy. Hartnell students’ initial access to the college is parallel to the
community at large in the district. The committee agreed that educational experiences and
culture vary by age and may have an effect on access and completion. While no
disproportionate impact exists, we noted the following about the different ethnic groups: Of
the 18-24 year olds, the largest ethnic group is Hispanic, at 64 percent. The next largest group is
White Non-Hispanic at 14 percent. All other ethnicities are represented at a very low rate.
Starting with the 30-34 age group, the percentage of Hispanics accessing the college begins to
decrease slightly and continues to decline. Starting with the 35-39 age group, the percentage of
African Americans and all other ethnicities begins to increase, although the numbers are still
small (see table below). The use of services across all ethnicities appears similar to the cohort
numbers.
Ethnicity
Hispanic
White
Filipino
Black/African American
Asian
American Indian
Pacific Islander
Unknown (Decline to state)
Total
District Ethnicity Breakdown
Hartnell College Ethnicity Breakdown
2010 Population
% of Population
175,535
56%
114,057
37%
7,089
2%
6,644
2%
4,418
1%
3,893
1%
675
<1%
2006 Cohort (%)
55%
21%
4%
3%
3%
<1%
<1%
12%%
312,311
Foster Youth. According to the California College Pathways Milestone & Momentum Data
Report, the percentage of foster youth who enrolled at Hartnell College in 2012-13 was 6
2014 Student Equity Plan 15
District: Hartnell Community College District
DRAFT
College: Hartnell College
percent (47 foster youth) of the general student population. The College recognizes that this
number is low and emphasis should be placed on helping foster youth gain access to our
educational services.
Veterans. The overall numbers and general demographics of veterans in the target area and the
population in total are shown below. The data show that the percentage of male veterans in
the community is greater than the percentage of male veterans attending Hartnell. In addition,
the 35-54 age group data show that the percentage of attendees is significantly less than the
percentage of veterans in the Salinas area. Also, the percentage of White veterans attending
Hartnell is less than the percentage of White veterans in the community. In general, veterans in
the Salinas MSA/Monterey County, California are younger than three times the proportion of
Hispanics than the veteran population in the U.S. as a whole.2 This more closely corresponds
with the population of the area which is majority Hispanic, as shown in the table.
Demographic Overview of the General and Veteran Populations1
Salinas, CA, Metropolitan Statistical Area (MSA)
Veterans in
the Salinas
Area
36%
52%
Hartnell Student
Population
2013-2014
GENDER
51%
49%
AGE
27%
47%
17%
9%
Unknown
Unknown
ETHNICITY
12%
62%
12%
26%
Subject
Salinas
MSA
Male
Female
51%
49%
17 or less
18 to 34 years
35 to 54 years
55 to 64 years
65 to 74 years
75 years and over
35%
36%
14%
8%
7%
White
Hispanic/Latino
Other (African
American, Pacific
Islander, Native
American)
Hartnell
Veterans Proportionality
2013-2014
93%
8%
85%
15%
.9140
1.8750
7%
25%
29%
17%
23%
89%
9%
2%
12.7143
.3600
.0690
69%
18%
22%
52%
.3188
3.2500
16%
26%
1.6250
Indicates disproportionality
1
U.S. Census Bureau. 2010. Veterans Status: American Community survey 3-Year Estimates,
Salinas MSA. Available: http://factfinder2.census.gov/
2014 Student Equity Plan 16
District: Hartnell Community College District
DRAFT
College: Hartnell College
2
U.S. Department of Veterans Affairs, National Center for Veterans Analysis and Statistics.
2011. Profile of Veterans. Available: www.va.gov/vetdata/Report.asp
A new Veterans Center opened in August 2012 on the College’s Main Campus. A 25-hour a
week Veterans Program Assistant position officially came on board on July 9, 2012, and serves
as the College’s certifying official. An 18-hour a week adjunct counselor position was added to
the Veterans Center in August 2013. Since 2008-2009, the number of student veterans has
increased more than 100 percent to 176. As will be documented in the following sections, the
number of veterans in need of support is far greater than the capacity of the current program.
The needs assessment identified services and support need by veterans at our College. These
services are broken down by student support service needs and academic support service
needs. This input was gathered by using a student veteran’s focus group in August 2013.

Student Support Services Needs of Veterans
o Crisis counseling
o Financial aid counseling
o Information and counseling on available support programs and services
o Career advisement and assessment testing
o Disabled Programs and Services
o Scholarships

Academic Support Services Needs of Veterans
o Educational Planning/Advising
o Customized basic needs instruction
o Tutoring
o Academic monitoring – early alert (ESP)
o Support in gateway mathematics and science courses
o Assessment Test Preparation
o Early College Preparation
Finally, the needs assessment identified the services that research shows are recommended for
student veteran success. A major recent study funded by the Pat Tillman Foundation identified
common factors in student veteran support programs that lead to improved college retention
and graduation or transfer.3 These factors are:







Strong academic advising programs (focused on major and career exploration)
Special orientation programs (focused on college expectations and readiness)
Early support systems to identify students having issues on course content
Innovative program of education that meets the teaching and learning needs of
students
Freshmen seminar/college introductory course for credit
Tutoring programs
Advising interventions with selected student populations
2014 Student Equity Plan 17
District: Hartnell Community College District
DRAFT


College: Hartnell College
Mandated course placement testing programs with assessment test preparation
Comprehensive learning assistance/labs
In addition, research is beginning to identify direct correlation between the types of programs
and services that most directly affect retention. In fact, the research suggests that certain
academic support and student involvement in the school community do improve retention. The
National Survey of Student Engagement (NSSE) found a direct link between campus
involvement in both academic and non-academic offerings and retention. The 2010 NSSE
survey highlighted the need for campuses to adapt to the specific needs of a student veteran
population while noting that student veteran respondents reported lower levels of campus
support than nonveterans. 4
3
Lang, W., Powers, J. 2011. Completing the Mission: A Pilot Study of Veteran Students’ Progress
Toward Degree Attainment in the Post 9/11 Era. Pat Tillman Foundation. Available:
www.pattillmanfoundation.org/
4
National Survey of Student Engagement. 2011. National Survey of Student Engagement
Annual Results, Accessible: http://nsse.iub.edu/html/stories.cfm?sg=5#snippet29
The results of the above cited research correlate to services and support that local veterans
need that Hartnell does not have the resources to currently provide.
Analysis. Access for the largest ethnic group, Hispanics, is successful at Hartnell College. The
College could examine how to meet the life-long learning needs of Hispanic students aged 30 or
over as well as how to provide career transition education. The College needs to develop a
campus plan for encouraging participation and providing support of foster youth. In addition, it
is essential for the College to provide more academic and student support services for veterans.
2014 Student Equity Plan 18
District: Hartnell Community College District
DRAFT
College: Hartnell 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.
Research Findings
As reported in the Executive Summary, the Course Completion success indicator was analyzed
by using the disaggregated subgroups of gender, ethnicity, and age as well as DE, foster youth,
and veterans. DE and non-DE were also compared across a span of Fall semesters from 2010
through 2013. Discussion regarding successful completion vs. retention led the College to
define completion as students earning a grade of A, B, C, or P in courses. This was an important
definition to clarify before research was done and data analyzed. For example, in Fall 2010,
8,312 of 9,753 (85 percent) students in credit courses were retained, but only 72 percent of
them completed their courses successfully with a grade of C or better.
The 80% Rule (Index) was used to calculate disproportionate impacts on student success as a
means for measuring the relative success among the categories of students that successfully
completed their courses
Gender (DE Courses). While the success in DE courses for both genders in 2010-11, in 2011-12,
and in 2012-13, is poor (between 47 and 54 percent), there is no disproportionate impact
between genders during any of these time frames. However, it is clear that both male and
female students require support services to improve success in DE courses.
Distance Education Success Rates by Gender
Gender
Female
Male
Total
2010-11
2011-12
Success Enrollment
%
Index** Success Enrollment
%
2,054
1,831
3,391
968
47%
100%
54%
1,395
1,085
2,162
655
47%
50%
1,623
3,449
47%
2,916
5,553
53%
Index
2012-13
Success Enrollment
%
1,890
93%
3,692
Index
51%
1,076
2,138
50%
2,966
5,830
51%
98%
No Disproportionate Impact
Gender (Non-DE Courses). As can be seen from the table below, there is no disproportionate
impact between genders for non-DE students.
2014 Student Equity Plan 19
District: Hartnell Community College District
DRAFT
College: Hartnell College
Non-Distance Education Success Rates by Gender
2010-11
Gender
2011-12
% Index** Success Enrollment
2012-13
%
Index
Female
18,161
26,202
69%
89%
20,904
29,076
72%
90%
20,663
28,857
72%
93%
Male
16,889
24,685
68%
88%
20,394
28,068
73%
91%
19,029
27,315
70%
90%
DtS*
63
81
78%
100%
103
128
80%
100%
80
104
77%
100%
35,113
50,968
69%
41,401
57,272
72%
39,772
56,276
71%
Total
Success Enrollment
%
Index Success Enrollment
No Disproportionate Impact
DtS* = Decline to state
Age (DE Courses). A review of DE course completion data disaggregated by age indicates that
success rates are poor for all age groups in 2010-11, in 2011-12, and in 2012-13. In addition to
poor success, the data reveal that several age groups suffer an adverse impact (18-19 and 20-24
most significantly). While the number of groups disproportionately affected has decreased
from five in 2010-11 to three in 2012-13, two of the groups impacted represented our largest
age group population in DE courses. This supports the need for additional support services for
DE students.
DE Success by Age Group
Age Group
17 or less
18-19
20-24
25-29
30-34
35-39
40-49
50+
Total
2010-11
Success Enrollment
0
3
523
1,191
458
1,086
257
498
239
413
92
182
48
74
9
12
1,626
3,459
%
0%
44%
42%
52%
58%
51%
65%
75%
47%
Index
0%
59%
56%
69%
77%
67%
86%
100%
Success
0
2011-12
Enrollment
0 NA
1,022
1,955
801
1,736
416
734
422
716
196
310
53
91
7
13
2917
5555
%
Index
NA
52%
46%
57%
59%
63%
58%
54%
53%
83%
73%
90%
94%
100%
92%
85%
2012-13
Success Enrollment
2
3
1,021
2,033
881
1,947
432
777
371
681
208
309
50
73
5
12
2,970
5,835
%
67%
50%
45%
56%
54%
67%
68%
42%
51%
Index
98%
74%
67%
82%
80%
99%
100%
61%
%
75%
68%
68%
74%
78%
79%
80%
82%
71%
Index
91%
83%
82%
91%
95%
96%
98%
100%
Disproportionate Impact
Age (Non-DE Courses). As can be seen from the table below, there is very little
disproportionate impact among age groups for students enrolled in non-DE courses.
Non-DE success by age group
Age Group
17 or less
18-19
20-24
25-29
30-34
35-39
40-49
50+
Total
2010-11
Success Enrollment
78
118
15,629
23,912
6,950
10,672
3,152
4,382
4,177
5,467
3,072
3,863
1,547
1,959
508
595
35,113
50,968
%
66%
65%
65%
72%
76%
80%
79%
85%
69%
2011-12
Index Success Enrollment
55
78
78%
18,912
27,351
77%
8,141
11,873
77%
3,631
4,864
85%
4,861
6,072
90%
3,748
4,464
94%
1,526
1,928
93%
527
642
100%
41401
57272
%
71%
69%
69%
75%
80%
84%
79%
82%
72%
2012-13
Index Success Enrollment
78
104
84%
18,904
27,631
82%
9,029
13,352
82%
3,432
4,609
89%
3,961
5,098
95%
2,645
3,346
100%
1,278
1,593
94%
445
543
98%
39,772
56,276
Very Little Disproportionate Impact
Ethnicity (DE Courses). By far, the largest, and still growing, ethnic group of students at Hartnell
College is Hispanic. In fact, the enrollment of Hispanic students in DE has increased by slightly
2014 Student Equity Plan 20
District: Hartnell Community College District
DRAFT
College: Hartnell College
over 100 percent from 2010 to 2013. Disproportionate impact is seen among all ethnicities
except Asian and White. Despite progress, additional support and follow-up is needed to
achieve parity with White Non-Hispanic students as well as with non-DE students. It is clear that
better support services are necessary for those groups adversely impacted in DE courses.
DE Success by Ethnicity
2010-11
Success Enrollment
%
Index
88
32%
45%
58
201
29%
44%
75
248
30%
43%
American Indian
10
26
38%
54%
24
41
59%
89%
23
47
49%
69%
Asian
47
66
71%
100%
94
143
66%
100%
105
171
61%
86%
Asian/Pacific Islander
71
139
51%
72%
144
274
53%
80%
114
228
50%
70%
793
1,853
43%
60%
1,694
3,426
49%
75%
1,808
3,728
48%
68%
13
26
50%
70%
9
33
27%
41%
3
12
25%
35%
Unknown
369
771
48%
67%
223
421
53%
80%
184
384
48%
67%
White
295
490
60%
85%
653
988
66%
100%
643
996
65%
91%
NA
18
28
64%
97%
15
21
71%
100%
47%
2,917
5,555
53%
2,970
5,835
51%
Decline to state?
Total
1,626
3,459
%
Index
2012-13
Success Enrollment
28
Other Non-White
Index
2011-12
Success Enrollment
African American
Hispanic
%
Disproportionate Impact
Ethnicity (Non-DE Courses). While most ethnicities show little or no disproportionate impact in
non-DE course success, the Index does indicate a slight disparity in non-DE courses among
African Americans.
Non-DE Success by Ethnicity
2010-11
Success Enrollment
2011-12
Index Success Enrollment
%
Index
657
1,044
63%
76%
1,142
1,749
65%
80%
1,178
1,860
63%
79%
American Indian
194
279
70%
84%
280
381
73%
90%
250
366
68%
85%
Asian
794
957
83%
100%
1,067
1,354
79%
96%
1,042
1,320
79%
99%
1,437
1,906
75%
91%
1,863
2,417
77%
94%
1,747
2,236
78%
98%
16,580
25,174
66%
79%
25,009
36,187
69%
84%
25,756
37,781
68%
85%
168
264
64%
77%
147
224
66%
80%
105
144
73%
91%
10,510
15,304
69%
83%
4,977
6,480
77%
94%
4,055
5,495
74%
92%
4,773
6,040
79%
95%
6,783
8,302
82%
100%
5,556
6,951
80%
100%
NA
133
178
75%
91%
84%
35,113
50,968
69%
41,401
57,272
72%
Hispanic
Other Non-White
Unknown
White
Decline to state?
Total
%
2012-13
Index Success Enrollment
African American
Asian/Pacific Islander
%
83
123
67%
39,772
56,276
71%
Currrently Very Little Disproportionate Impact
Completion and Academic Standing. In regard to monitoring and following-up on students’
satisfactory academic progress, currently, only Financial Aid probation and progress notification
is in place. Hartnell College has a Satisfactory Academic Progress (SAP) Policy/Process in place
for students receiving financial aid. The same is not the case for students who are not receiving
financial aid.
The United States Department of Education eligibility requirements apply to all forms of Federal
Title IV student aid (Pell Grants, SEOG Grants, Federal Workstudy, and the Cal Grant Program)
but do not apply to the California Board of Governors Fee Waiver Program (BOGW). Federal
regulations also require that the standards applied to students receiving financial aid also apply
to those students during periods when they are not receiving aid.
While several exceptions and factors are considered in the SAP process, and students can
appeal any disqualification, it bears noting how the SAP process is implemented. Financial aid
2014 Student Equity Plan 21
District: Hartnell Community College District
DRAFT
College: Hartnell College
students will be mailed a warning of financial aid Probation status if they fail to successfully
complete 67 percent of units attempted, or earn less than a 2.0 cumulative GPA, or both at the
end of their semester grading period. However, they continue to receive financial aid during the
probationary period. Disqualification status occurs when financial aid students fail to meet the
SAP requirements past the probationary period (one semester) or when they reach the
maximum allowable attempted units. Once disqualified, those students will not receive
financial aid pending appeals or achieving satisfactory academic progress.
Within that context, the following data from the Financial Aid Office reflects the following
status of financial aid recipients in terms of academic progress from 2010 through 2014.
Satisfactory Academic Standing Count
2010-2011
N=7595
%
2011-2012
N=8051
%
2012-2013
N=9764
%
Good Standing:
32% Good Standing:
32% Good Standing:
31%
Disqualified:
40% Disqualified:
40% Disqualified:
42%
Probation:
18% Probation:
17% Probation:
16%
10% New:
12%
New:
9% New:
Detailed information on academic standing by age, ethnicity, and gender is unavailable and
would need to be collected and examined in order to determine disproportionate impact. Even
so, the 3 percentage point drop in students on financial aid probation is minimal considering
that the number of students disqualified is alarmingly high, hovering at around 41 percent.
For non-financial aid students, an academic probation notification and follow-up process is
under development by the Dean of Student Affairs, Enrollment Services, the Enrollment
Services Lead (Admissions & Records), and the Director of Information Technology Systems.
This will be submitted for review by counselors and implementation in April 2015. Students will
begin receiving notifications and follow-up for Fall 2015.
Foster Youth. In 2012-3013, it was reported in the California College Pathways Milestone &
Momentum Data Report that 39 percent of all foster youth at Hartnell College completed credit
courses, while the percentage of completion for the general student population was 70
percent. The percentage of foster youth achieving a GPA of 3.0 or over was 13 percent, while
the percentage for the general student population was 29 percent.
At-risk Students. For the purposes of this plan, the definition of at-risk students is students
enrolled in basic skills courses who have not received academic counseling, an education plan,
or follow-up services. This population likely includes some financial aid students on academic
probation and facing academic dismissal; however, the college has not kept statistical data
2014 Student Equity Plan 22
District: Hartnell Community College District
DRAFT
College: Hartnell College
disaggregating this group of students by whether they are taking basic skills or degreeapplicable credit courses. A process for addressing and following up on non-financial aid
students under academic probation is currently under development for implementation in Fall
2015.
CCCCO Datamart statistics on basic skills courses over the last four Fall semesters (2010-2013)
reveal several aspects of the at-risk population at Hartnell College. For example, an average of
79 course sections served an average of 1,774 students, most of them credit-level basic skills
courses. For context, a look at matriculation enrollment count data shows that Hartnell enrolled
an average of 9,302 students in credit courses for those terms. In other words, 19 percent of
students were enrolled in 200-level basic skills courses. What is less clear is what percentage of
basic skills students have received follow-up services, such as student counseling, advising, and
comprehensive individualized education plans.
What the data does show is that, based on the total term student count, although 72 percent of
students were assessed for placement, 87 percent did not receive counseling or advisement
and 94 percent of students did not receive an education plan. Just as distressing is the number
of students actually receiving academic follow-up services: only 4 percent (365 of 9,302 on
average). What these overall statistics do not indicate is the degree to which the 19 percent of
students enrolled in basic skills courses are or are not receiving these services. This data needs
to be collected and compiled, and the new ESARS and Ellucian software systems are now in
place to do so.
Hartnell has enhanced its follow-up services for both at-large and specific student populations:
A. Under the Steps for Success initiative, at-large services such as assessment and
orientations have been implemented for senior high school students at Hartnell’s
feeder schools. Advisement activities in conjunction with student recruitment and
other matriculation activities have been conducted and instituted over Spring
semester for Hartnell’s new walk-in students.
B. The recently developed and implemented requirement for in-person or online
Student Orientation has already begun to remedy the lack of counseling,
advisement, and education plans for new students.
C. Required advisement and initial student education planning has been incorporated
into the student orientation process and matriculation activities such as Panther
Prep Days.
D. An Ellucian online education plan software is being implemented during Summer
2014. This will provide counselors with the ability to access and create student
education plans online and collect data for program planning and assessment,
2014 Student Equity Plan 23
District: Hartnell Community College District
DRAFT
College: Hartnell College
including those for students in programs like EOPS, DSPS, CalWorks, Veterans,
Athletes, etc.
E. Similarly, an ESARS counseling and appointment software is being implemented this
summer. This software would allow more robust and accurate recording of followup services to all students, including those in EOPS, DSPS, CalWorks, Veterans,
Athletes, etc.
F. The Financial Aid Academic Progress process was revised and updated in December
2013 and implemented in Spring 2014. An Academic Probation process for nonfinancial aid students is in development for initial implementation in Spring 2015
and full implementation in Fall 2015.
Although Hartnell provides significant services and resources for traditionally underserved
student populations (DSPS, EOPS/CARE, HEP, MESA, TRIO, Crisis Counseling, Foster Kinship Care
Education, and Child Care services), more is needed to specifically address academically
challenged students. For example:
A. The Tutorial Center budget should be restored from the budget reductions that have
reduced the services to students. The number of tutors and tutoring hours should be
increased, including evening and weekend tutoring, and services for the Alisal
Campus and the King City Center.
B. The establishment of a Student Success Center coordinating delivery of and
improvement of basic skills students’ academic success.
2014 Student Equity Plan 24
District: Hartnell Community College District
DRAFT
College: Hartnell 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.
As reported in the Executive Summary, the ESL and Basic Skills Completion success indicator was
analyzed by using the disaggregated subgroups of gender, ethnicity, and age as well as DE,
foster youth, and veterans.
Research Findings
According to the RPgroup report, Curricular Redesign and Gatekeeper Completion: A MultiCollege Evaluation of the California Acceleration Project, from April 2014,
Large numbers of students are being placed in long remedial and basic skills sequences
from which few emerge. Across the California Community College system, only 7
percent of students beginning at three levels below transfer-level successfully complete
transferable math within three years. The comparable number for English is only 19
percent.
ESL Data:
ESL courses are divided in three different categories: listening, reading, and writing. The toplevel ESL course is ESL 101 (one level below transfer), and the first degree/transferable course is
ENG 1A. Two parallel tracks are available for persistence through ENG 1A. ESL students are
counseled into the ESL 265ESL 101ENG 1A path; however, many ESL students choose to
follow the ENG 253ENG 101ENG 1A route. While having multiple paths available is beneficial
to students, it does make data collection more difficult. The ratio of the number of students
who successfully completed the degree/transferable ESL/ENG course as compared to the
number of students who successfully completed the top basic skills ESL course has been
examined by age, ethnicity, and gender. However, the ratio for all the disaggregated factors is
inconclusive. Because of changes in ESL course numbering and dual ESL pathways to ENG 1A,
ESL data results from Datamart showed such small numbers that results were not significant
enough to determine one specific area of disparity.
The research tool developed by a Hartnell Title V grant research team was used as an
alternative to track ESL cohorts. Success and persistence for ESL students has improved from
the 2009-11 cohort to the 2011-13 cohort, possibly attributed to increased numbers of
Supplemental Instruction (SI) leaders and faculty-trained ESL tutors (since most tutors are also
SI leaders. Continuing academic and student support is vital to the College’s ESL students to
help them persist and succeed. One challenge is to identify students who would benefit from
2014 Student Equity Plan 25
District: Hartnell Community College District
DRAFT
College: Hartnell College
the ESL track to transfer English and provide incentives for them to choose the appropriate
track.
2009-11
Persistence
2009-11
Success
2011-13
Persistence
2011-13
Success
25%
22.2%
54%
50%
ESL 145/245 – ENG 1A
0%
0%
8.3%
4.2%
ESL 165/265 – ENG 1A
39.5%
28.9%
45%
35%
ESL 145/245 – ESL 165/265
(Persistence--Unduplicated number of students)
ESL 145/245 = 4 levels below transfer
ESL 165/265 = 2 levels below transfer (ESL equivalent of ENG 253)
Math Data
Age. In the Fall 2012 to Spring 2014 cohort, it is revealed that age groups 18 & 19 and 20-24
have lower success rates in completing MAT 121. Index percentages show that disproportional
impact exists. However, disproportionate impact in MAT 123 affects a small percentage of MAT
123 students.
Math
Two levels below---> AA/AS degree level
Cohort start
Fall 2012
Cohort end
Spring 2014
17 or Less
18 & 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 +
Mathematics
Fall 2012 initial course, initial semester
MAT-121
MAT-121
Success
Attempts
Success Percentage
Index
24
17
71%
100%
210
116
55%
78%
30
16
53%
75%
15
9
60%
85%
4
4
100%
NA*
1
0
0%
0%
7
4
57%
80%
3
3
100%
NA*
Total
294
169
57%
MAT-123
MAT-123
Attempts
Success
18
12
132
84
15
9
8
4
2
2
1
1
5
3
3
3
184
118
Persistence rate
from 121
71%
72%
56%
44%
50%
NA
75%
100%
70%
Index
98%
100%
78%
62%
NA*
NA*
NA*
NA*
NA* n< or = 5, percent not used in 80% Rule Index
Disproportionate impacts in initial course success.
Disproportionate impacts in persistence to degree applicable course.
2014 Student Equity Plan 26
District: Hartnell Community College District
DRAFT
College: Hartnell College
The results in the tables below show that there is disproportionate impact by age group in both
the persistence from attempting MAT 123 to success in transfer-level math courses and from
success in completing MAT 123 to success in transfer-level courses. The 18 & 19 group is
persisting at rates that are disproportionately higher. Reasons for this can be investigated and
perhaps exported to other age groups.
Total Math 123 Total Trx Math Persistence
17 or Less
18 & 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 +
Mathematics
Total
Success
Success
35
239
35
13
9
1
2
1
335
21
204
15
5
4
0
1
0
250
60%
85%
43%
38%
44%
0%
50%
0%
75%
Index
71%
100%
50%
45%
52%
NA
NA
NA
Total Math 123 Total Trx Math Persistence
17 or Less
18 & 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 +
Mathematics
Total
Attempts
Success
57
372
60
18
10
2
2
1
522
21
204
15
5
4
0
1
0
250
37%
55%
25%
28%
40%
0%
50%
0%
48%
Index
67%
100%
45%
51%
73%
NA
NA
NA
Disproportionate Impact
Ethnicity. The analysis of data for students persisting from below degree level course to degreelevel courses shows that there is disproportionate impact on success for African Americans and
Multi-Ethnic students in initial course success; there is also an adverse impact on persistence to
the degree-applicable course for Multi-Ethnic students and for White Non-Hispanic. Finally, it is
interesting to note that although our population size for the African-American and White NonHispanic subgroups are small, the achievement gap between the two reversed as they finished
Math 201 and entered Math 121. In 2009, the African-American subgroup was below the White
Non-Hispanic subgroup by 5 percentage points; and in the 2011 cohort, this reversed to where
2014 Student Equity Plan 27
District: Hartnell Community College District
DRAFT
College: Hartnell College
the African-American subgroup was now 3 percentage points higher in success rate upon
completing the Math 201 course.
Math
Two levels below--->AA/AS degree level
Cohort start
Fall 2012
Cohort end
Spring 2014
African-American
American Indian/Alaskan Native
Asian
Hispanic
Multi-Ethnicity
Pacific Islander
Unknown
White Non-Hispanic
Mathematics
Total
Fall 2012 initial course, initial semester
MAT-121 MAT-121
Success
Attempts
Success Percentage
Index
8
3
38%
60%
1
1
100%
NA*
4
4
100%
NA*
234
137
59%
93%
7
2
29%
45%
2
1
50%
79%
8
5
63%
100%
30
16
53%
85%
294
169
57%
MAT-123
MAT-123
Attempts
Success
3
2
1
1
3
3
152
99
3
1
1
1
6
3
14
7
184
118
Persistence Rate
from 121
67%
100%
75%
72%
50%
100%
60%
44%
70%
Index
89%
NA*
100%
96%
67%
133%
80%
58%
93%
NA* n< or = 5, percent not used in 80% Rule Index
Disproportionate impacts in initial course success.
Disproportionate impacts in persistence to degree applicable course.
As can be seen in the table below, there is a pattern of disproportionate impact on persistence from
succeeding in MAT 123 to success in transfer-level math courses. Even if the Asian group is omitted as
an outlier, there is disproportionate impact on African American, Multi-ethnicity and White NonHispanic ethnicity groups. (Note: Because some students take more than one transfer math class,
persistence rate can be more than 100 percent).
Total Math 123 Total Trx Math
Success
Success
3
14
258
8
11
41
335
1
19
200
3
9
18
250
Persistence
Index
41%
Asian
NA
Hispanic
95%
Multi-Ethnicity
46%
Unknown
100%
White Non-Hispanic
54%
Mathematics
Total
91% In
the
table below, there is a pattern of disproportionate impact on persistence from attempting MAT 123 to
success in transfer-level math courses. Even if the Asian group is omitted as an outlier, there is
disproportionate impact on African American, Multi-ethnicity and White Non-Hispanic ethnicity groups.
African-American
Total Math 123 Total Trx Math
African-American
Asian
Hispanic
Multi-Ethnicity
Unknown
White Non-Hispanic
Mathematics
Total
Attempts
Success
7
21
414
12
15
53
522
1
19
200
3
9
18
250
33%
136%
78%
38%
82%
44%
75%
Persistence
Index Index Excluding Asian
14%
16%
24%
90%
100% NA
48%
54%
81%
2014 Student
Equity Plan 28
25%
28%
42%
60%
67%
100%
34%
38%
57%
48%
District: Hartnell Community College District
DRAFT
College: Hartnell College
Gender. In examining gender data for the cohort that starts in Fall 2012 and ends in Spring
2014, the success rate for females is 18 percentage points higher than for males in the same
period. There is a disproportionate impact for success for males. While the persistence rate for
both males and females from three levels below transfer to AA/AS degree-level courses is poor,
the Index results do not indicate any disparity for any of the gender subgroups.
Math
Three levels below--->AA/AS degree level
Cohort start
Fall 2012
Cohort end
Spring 2014
Female
Male
Total
Fall 2012 initial course, initial semester
MAT-201
MAT-201
Success
Attempts
Success
Percentage Index
173
124
72%
100%
168
90
54%
74%
341
214
63%
MAT-123
MAT-123
Attempts
Success
58
43
46
30
104
73
Persistence rate
from 201
Index
35%
100%
33%
95%
34%
97%
Tracking to degree level success (completion)
MAT 121 success rates for both males and females are poor, and the success for males is only 1
percentage point higher than that for female success in the Fall 2012-Spring 2014 cohort.
Neither group, however, reflects a disproportionate impact. Additionally, the persistence from
MAT 121 to MAT 123 needs to be increased.
Math
Two levels below--->Transfer level
Cohort start
Fall 2012
Cohort end
Spring 2014
Fall 2012 initial course, initial semester
MAT-121
MAT-121
Success
Attempts
Success
percentage Index
Female
172
98
57%
98%
Male
122
71
58%
100%
Mathematics
Total
294
169
57%
MAT-123
MAT-123
Attempts
Success
Female
108
Male
Mathematics
Total
72
76
46
184
118
Persistence rate
from 121
Index
42%
100%
38%
90%
40%
Analysis. The examination of data for developmental math courses show that while there is a
need to improve persistence in the math sequence, improvements have begun. Overall,
students who started two levels below in the 2011-13 cohort had an increased success rate
over the cohort that began in 2009-2011. Also, of those who persisted through transfer level
courses, there was an overall increase of 8 percentage points in success rate. A closer look
within age groups reveals that the 18- 19 age group experienced the largest gain in success rate
out of those who persisted through transfer level coursework by a total of 11.7 percentage
point increase. Out of the initial group, 18 percent of those aged 18-19 years successfully
completed a transfer level Math course in the 2011 cohort which was a 4 percentage point
increase over the 2009 cohort. Viewing disaggregated data by ethnicity it is clear that our
largest population (Hispanics) made gains as well. In comparing males and females, the success
2014 Student Equity Plan 29
District: Hartnell Community College District
DRAFT
College: Hartnell College
rate out of the initial group for men remained the same for both cohorts, whereas the females
had an increase of 3.3 percentage points in success rate out of the initial group.
In the cohort beginning three levels below, similar patterns in gains were made. Overall, the
2011 group had a higher success rate than the 2009 group by 1 percent. Of those who persisted
through transfer level courses, the final success rate was higher for the 2011 cohort by 9
percentage points, indicating our students are better prepared for their transfer-level
coursework in part due to the Supplemental Instruction leaders the college has implemented as
well as the Math Academy. Looking at the subgroups, female and male success rates remained
relatively constant for both cohorts, but females who persisted had an increase of 10
percentage points versus a 6 percentage point increase for males. The Hispanic subgroup, which
is our largest population, also showed a gain of 3 percentage points in overall success Also, in
2009, only one Hispanic student persisted through transfer level courses; while in 2011, there
were 20 Hispanic students who persisted through transfer level courses, which led to the large
percent increase in success rate of 67 percent out of those who persisted in the Hispanic
subgroup.
English Data
Age. For the cohort starting in Fall 2012 ending in Spring 2014 showing persistence from ENG
253 (two levels below transfer) to ENG-1A (transfer), the Index shows a disproportionate
impact on students in the 20-24 age group. Success rates for completion of ENG 253 are poor in
20 to 24 and 25 to 29 age groups.
English
Two levels below--->AA/AS degree level (ENG 1A)
Cohort start
Fall 2012
Cohort end
Spring 2014
Fall 2012 initial course, initial semester
ENG-253
Attempts
17 or Less
English Total
ENG-253
Success
Success Percentage
25
20
18 & 19
282
196
20 to 24
33
16
25 to 29
5
2
30 to 34
7
5
35 to 39
2
0
40 to 49
2
2
50 +
1
1
357
242
80%
70%
48%
40%
71%
0%
100%
100%
68%
ENG-1A
ENG-1A
Index
Attempts
Success
100%
87%
61%
NA*
89%
NA*
NA*
NA*
15
9
127
75
6
5
1
1
2
2
151
92
Persistence Rate
from 253
45%
38%
31%
50%
40%
NA
0%
0%
38%
Index
100%
85%
69%
NA*
89%
NA*
NA*
NA*
Disproportionate impacts in initial course success.
Disproportionate impacts in persistence to degree applicable course.
For the same time frame, the data show that there is disparity in success among those
persisting from ENG-101 (one level below transfer) to ENG-1A in all age groups except those for
which the number of students is too small. In addition, success rates in ENG-101 are poor in all
age groups.
2014 Student Equity Plan 30
District: Hartnell Community College District
DRAFT
College: Hartnell College
English
One level below--->AA/AS degree level (ENG 1A)
Cohort start
Fall 2012
Cohort end
Spring 2014
Fall 2012 initial course, initial semester
ENG-101
ENG-101
Success
Attempts SuccessPercentage
17 or Less
English Total
ENG-1A
Index
ENG-1A
Persistence Rate
Attempts Success
from 101
Index
85%
65%
52%
58%
38%
0%
50%
0%
NA*
63%
100%
76%
61%
69%
44%
NA*
59%
NA*
NA*
42
20
48%
18 & 19
347
212
61%
20 to 24
54
29
54%
25 to 29
21
12
57%
30 to 34
12
8
67%
35 to 39
5
1
20%
40 to 49
17
10
59%
50 +
5
1
20%
Unknown
2
0
0%
0
0
505
293
58%
282
184
71%
91%
80%
85%
100%
NA*
88%
NA*
21
17
219
137
21
15
10
7
3
3
1
0
6
5
1
0
NA* n< or = 5, percent not used in 80% Rule Index
Disproportionate impacts in initial course success.
Disproportionate impacts in persistence to degree applicable course.
Ethnicity. While White Non-Hispanic has the highest success rate in ENG-253, it is Asian
students who suffer a disproportionate impact in successful completion; however, there is
disproportionate impact in persistence of both Asian and Hispanic students to ENG 1A. The
numbers of students persisting to ENG 1A from all but the Hispanic and White Non-Hispanic
groups are too small to make conclusions about disproportionate impact (n<5). However, the
fact that such a small number of these students persists to ENG 1A is further evidence for the
need for supportive services.
2014 Student Equity Plan 31
District: Hartnell Community College District
DRAFT
College: Hartnell College
English
Two levels below--->AA/AS degree level (ENG 1A)
Cohort start
Fall 2012
Cohort end
Spring 2014
Fall 2012 initial course, initial semester
ENG-253
Attempts
African-American
Asian
ENG-253
5
2
7
4
325
222
Multi-Ethnicity
4
1
Pacific Islander
1
0
Unknown
4
4
11
9
357
242
Hispanic
White Non-Hispanic
English - Writing
Total
Success
Success Percentage
40%
57%
68%
25%
0%
100%
82%
68%
ENG-1A
ENG-1A
Index
Attempts
Success
*NA
70%
83%
*NA
*NA
*NA
100%
0
0
2
1
142
85
1
1
0
0
1
0
5
5
151
92
Persistence Rate
from 253
0%
25%
38%
100%
NA
0%
56%
38%
Index
*NA
45%
68%
*NA
*NA
*NA
99%
NA* n< or = 5, percent not used in 80% Rule Index
Disproportionate impacts in initial course success.
Disproportionate impacts in persistence to degree applicable course.
As can be seen in the table below, persistence from ENG-101 to ENG-1A shows a
disproportionate impact for African Americans, Asians, Hispanics, and White Non-Hispanics.
English
One level below--->AA/AS degree level (ENG 1A)
Cohort start
Fall 2012
Cohort end
Spring 2014
Fall 2012 initial course, initial semester
ENG-101
Attempts
African-American
Asian
Success
Success Percentage
10
5
15
11
409
231
Multi-Ethnicity
14
9
Pacific Islander
2
2
Unknown
15
9
White Non-Hispanic
40
26
505
293
Hispanic
English Total
ENG-101
50%
73%
56%
64%
100%
60%
65%
58%
ENG-1A
ENG-1A
Index
Attempts
Success
68%
100%
77%
88%
*NA
82%
89%
3
2
9
7
231
144
8
7
2
1
9
8
20
15
282
184
Persistence Rate
from 101
40%
64%
62%
78%
50%
89%
58%
63%
Index
45%
72%
70%
87%
*NA
100%
65%
Disproportionate impacts in initial course success.
Disproportionate impacts in persistence to degree applicable course.
2014 Student Equity Plan 32
District: Hartnell Community College District
DRAFT
College: Hartnell College
Gender. There is no disproportionate impact for gender in persistence from both ENG 253 and
ENG 101 to ENG 1A based on the Index. However, the success of female students in ENG-101 is
5 percentage points higher than that for male students. In addition, females are more likely to
persist to ENG-1A than males (10 percentage point difference in persistence rate).
English
Two levels below--->AA/AS degree level (ENG 1A)
Cohort start
Fall 2012
Cohort end
Spring 2014
Fall 2012 initial course, initial semester
ENG-253
ENG-253
Attempts
Female
183
130
Male
174
112
357
242
English Total
Success
Success Percentage
71%
64%
68%
ENG-1A
ENG-1A
Index
Attempts
Success
100%
91%
84
48
67
44
151
92
Persistence rate
from 253
37%
39%
38%
Index
95%
100%
Disproportionate impacts in initial course success.
Disproportionate impacts in persistence to degree applicable course.
English
One level below--->AA/AS degree level (ENG 1A)
Cohort start
Fall 2012
Cohort end
Spring 2014
Fall 2012 initial course, initial semester
ENG-101
Attempts
English Total
ENG-101
Success
Success Percentage
Female
276
166
Male
229
127
505
293
60%
55%
58%
ENG-1A
ENG-1A
Index
Attempts
Success
100%
92%
161
111
121
73
282
184
Persistence Rate
from 101
67%
57%
Index
100%
86%
Disproportionate impacts in initial course success.
Disproportionate impacts in persistence to degree applicable course.
Foster Youth. According to the California College Pathways Milestone & Momentum Data
Report, in 2012-2013, 28 percent of foster youth enrolled completed a remedial course, while
49 percent of the general student population enrolled in remedial courses.
2014 Student Equity Plan 33
District: Hartnell Community College District
DRAFT
College: Hartnell College
Analysis. Students from all the subgroups have difficulty migrating from basic skills English
courses to degree applicable/transferable courses. Additional academic support services need
to be provided to improve the successful completion rates of the English course sequence
through transfer level/degree level courses.
Data from Cognos, a business intelligence software, was reviewed along with Chancellor’s
Office Datamart data. Overall, students who started two levels below transfer in 2009-2011 had
a 69 percent success rate. The Students who started two levels below transfer in 2011-2013
had a 70 percent success rate, representing a 1 percentage point increase in success rate. Both
sources indicate a fairly high success rate. Also, when looking at the data for Hispanics and for
the ages 18-19, there is 1 percentage point success rate increase from 2009-11 to 2011-13.
However, in higher-level English courses (ENG 101 and ENG 1A), the success rate of both the
Latino group and Age 18-19 group decreases from 2009-11 to 2011-13. The College should
focus on interventions especially targeted at these two groups.
In comparing 2009-11 and 2011-13 cohorts, the percentage of students in the age group of 18
& 19 years old enrolling in ENG 253 (two levels below transfer) is significantly higher than the
number of students from any other age groups. Both cohorts show remarkably high persistence
and success through ENG 101. While persistence into ENG 1A for both groups is high, the ENG
1A success rates are the lowest through the progression of these three levels. However, while
consistent between the two cohorts, the number and percentage of the 20-24 year old age
group persisting to and successfully completing ENG 1A (transfer) is dismally low. Students in
the 2011-13 cohort demonstrated more success in ENG 1A even though persistence was quite
low. Students who are in either the 17 or less age group of the 25-29 age group show more
promising success and percentages, but they each reflect fewer than 10 percent of enrollment
in English.
Hartnell data show that the overall success and persistence in our English series (from two
levels below transfer to transfer) is good; however, we might be able to see higher success rate
if the college is able to increase the tutorial services hours or offer an English academy. When
looking at the number of attempts, it indicates a high percentage of students repeat each
course; the college needs to develop strategies to help students be successful in their first
enrollment and increase student awareness of the need to “do something differently when
repeating a class to ensure a different (successful) outcome.”
CCCCO Data Mart Scorecard Metrics indicate that a dramatic disparity emerges when the
persistence of basic skills level students is compared with those who have completed at least 30
units. The following tables depict the disproportionate impacts in outcomes for persistence
from remedial English and Math to transfer-level courses and of those who have completion of
at least 30 units.
2014 Student Equity Plan 34
District: Hartnell Community College District
DRAFT
College: Hartnell College
The ethnicity data show that Asian students are most persistent to ENG 1A and all other groups
are disproportionately impacted; however, once that outlier is removed, then only the
American Indian/Alaskan Native group is impacted. All age groups with the exception of those
under 20 show disproportionate impact in terms of persistence. It should be noted that many
students who fall into the under 20 age group are most likely concurrently enrolled high school
students who are fulfilling graduation requirements.
Ethnicity--Persistence to ENG 1A of Students Starting in Remedial English
(Started in 2007-08; outcomes through 2012-13)
Age--Persistence to ENG 1A of Students Starting in Remedial English
(Started in 2007-08; outcomes through 2012-13)
Persistence
6 Years
African-American
33%
Asian
69%
Hispanic
42%
American Indian/AK Native
27%
White Non-Hispanic
47%
Persistence
Index Index without Outlier
48%
100%
61%
39%
68%
70%
NA
89%
57%
100%
Groups with fewer than 10 students in the cohort not shown
6 Years
Under 20
50%
20-24
35%
25-39
32%
40 and over
26%
Index Index without Outlier
100%
70%
64%
52%
NA
100%
91%
74%
Groups with fewer than 10 students in the cohort not shown
Disproportionate impact can also be observed in the math ethnicity data—all ethnicities show
persistence issues from remedial to transfer-level math with the exception of the Asian group,
even with that outlier removed. A disproportionate impact in persistence to transfer-level math
is also reflected in the 25-39 and 40 and over age groups.
The College needs to observe what characteristics are displayed by Asian students and by
students aged 20-24 and in what support activities they participate to help replicate that
environment for other ethnic and age groups.
Ethnicity--Persistence to Transfer-level Math of Students Starting in Remedial Math
(Started in 2007-08; outcomes through 2012-13)
Age--Persistence to Transfer-level Math of Students Starting in Remedial Math
(Started in 2007-08; outcomes through 2012-13)
Persistence
African-American
Persistence
6 Years
Index Index without Outlier
12%
21%
NA
53%
31%
62%
100%
17%
Asian
69%
100%
Hispanic
31%
45%
American Indian/AK Native
18%
26%
White Non-Hispanic
36%
52%
Filipino
58%
84%
Groups with fewer than 10 students in the cohort not shown
6 Years
Index
Under 20
37%
20-24
30%
25-39
19%
40 and over
22%
100%
81%
51%
59%
Groups with fewer than 10 students in the cohort not shown
Scorecard data also show that persistence data for both ethnicity and age shows fewer
categories of disproportionate impact once the student has earned at least 30 units. The
College needs to help students develop strategies to persist through to the “tipping
point” of 30 units.
2014 Student Equity Plan 35
District: Hartnell Community College District
DRAFT
Ethnicity--Persistence of Students to at least 30 units
(Started in 2007-08; outcomes through 2012-13)
College: Hartnell College
Age--Persistence of Students to at least 30 units
(Started in 2007-08; outcomes through 2012-13)
Persistence
6 Years
Persistence
6 Years
Index
74%
Asian
65%
89%
Hispanic
66%
90%
American Indian/AK Native
54%
74%
White Non-Hispanic
68%
93%
Filipino
73%
100%
Groups with fewer than 10 students in the cohort not shown
Under 20
69%
20-24
60%
25-39
55%
40 and over
51%
100%
87%
80%
74%
Disproportionate impacts in 6-year persistence
Disproportionate impacts in 6-year persistence
African-American
54%
Index
Groups with fewer than 10 students in the cohort not shown
2014 Student Equity Plan 36
District: Hartnell Community College District
DRAFT
College: Hartnell 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.
Research Findings
As reported in the Executive Summary, the Degree and Certificate Completion success indicator
was analyzed by using the disaggregated subgroups of gender, ethnicity, and age as well as DE,
foster youth, and veterans.
The 2006-07 cohort was used to determine completion of degrees and certificates in six years.
This cohort included 628 (53 percent) women and 559 (47 percent) men. The CCCCO Scorecard
for Hartnell reports a 42 percent completion rate overall within a six-year time period.
Gender. The completion rate for men was 44 percent and for women 41 percent. A gender gap
is observed as the number of women is higher to start and begins to decline with time.
Reviewing degrees, attrition and transfer could provide more insight into this trend.
All
Female
Male
Completion Overall-GENDER
2006-2007
Cohort Size Cohort Rate Students
1,192
42.0%
501
628
40.3%
253
559
43.5%
243
Age Group. The degree and certificate completion rate is at its highest at 46 percent in those
starting in the cohort at less than 20 years of age. All other age groups are disproportionately
impacted based on the 80% Rule Index. Students starting at 20-24 years of age are only about
half as likely to finish at 25 percent. The completion rate for students starting at 25-39 or 40+
years of age were only about a third as likely to finish. The committee assumed not all was
contributable to college preparation but also to environmental and economic issues, as well as
potentially differing purposes for entering college. Degree and certificate completion was
higher than transfer rates.
Completion Overall AGE
< 20 years old
20 to 24 years old
25 to 39 years old
40+ years old
Cohort No.
1,008
75
69
36
Cohort %
46%
25%
15%
17%
2014 Student Equity Plan 37
District: Hartnell Community College District
DRAFT
College: Hartnell College
Ethnicity. The completion of degrees and certificates was reviewed from both college overall
and intergroup comparisons. The two groups that had the highest percentage of completion
were Asians at 64 percent and Filipinos at 51 percent; however, the number of degrees
conferred on these two groups was a small percent of the cohort. Hispanics, the largest
ethnicity at Hartnell, accounted for 71 percent of all degrees and certificates and the Hispanic
group completion rate was 40 percent.
Completion Overall
African American
American Indian/ Alaska Native
Asian
Filipino
Hispanic
Pacific Islander
White
Cohort No.
Cohort %
Ethnicity No.
Ethnicity %
26
11
42
41
755
9
140
1,024
3%
1%
4%
4%
74%
1%
14%
10
4
27
21
305
2
63
432
2%
1%
6%
5%
71%
0.5%
15%
2014 Student Equity Plan 38
District: Hartnell Community College District
DRAFT
College: Hartnell 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.
Research Findings
As reported in the Executive Summary, the Course Completion success indicator was analyzed by
using the disaggregated subgroups of gender, ethnicity, and age as well as DE, foster youth, and
veterans. The committee looked at the 2006-2007 cohort to discover inequalities in rates of
transfer after six years of matriculation.
The members of the Student Equity Plan (SEP) Work Group are determined fulfill both the
Hartnell College Board of Trustee Policy 5300 on Student Equity and the Hartnell College
Mission Statement that the college ‘provides educational opportunities for students to reach
academic goals in an environment committed to student learning, achievement and success’.
Many of the college’s student body define reaching their academic goals as achieving successful
transfer to a university.
Gender. The males and females of the 2006-2007 cohort have an equitable outcome with
similar rates of transfer, males at 31 percent and females at 29 percent. While disproportionate
impact was not found at the overall Gender category, more research is needed to disaggregate
gender data in transfer among all ethnicities and in particular, African American and Hispanic
males, to detect disproportionate impact.
Years to Transfer - 6 Years
Years to Transfer - 6 Years
Cohort Year 2006-2007Cohort Year 2006-2007
Transferred Student
Hartnell CCD Total
Cohort Student
295
982
Female
148
513
Male
145
462
2
7
Unknown
Age Group. When the committee analyzed the data for each age group within the 2006-2007
cohort, no disproportionate impact was found in the 17 or Less category at 38 percent or the 18
& 19 category at 28 percent. The 17 to 20 age group is 30 percent of the 2014 Hartnell College
student profile. However, the 20 to 24 demographic is 31 percent of the 2014 Hartnell College
student profile and their transfer rate is in single digits within the 2006-2007 cohort and is only
15 percent.
And while the 25 to 39 year age group makes up 24 of the 2014 Hartnell College student profile,
all three of the age groups in the 2006-2007 cohort show single digits and they ranked 25 to 29
2014 Student Equity Plan 39
District: Hartnell Community College District
DRAFT
College: Hartnell College
at 6 percent, 30 to 34 at 0 percent, and 35 to 39 at 12 percent, and all but the highest achieving
group (17 or less) show disproportionate impact.
Years to Transfer - 6 Years
Years to Transfer - 6 Years
Cohort Year 2006-2007Cohort Year 2006-2007
Transferred Student
Cohort Student
Hartnell CCD Total
295
982
17 or Less
158
419
18 & 19
123
437
20 to 24
7
48
25 to 29
1
18
30 to 34
0
14
35 to 39
2
17
40 to 49
1
14
50 +
2
10
Unknown
1
5
Ethnicity. When the committee looked at data for each ethnicity for within the 2006-2007
cohort, a pattern of disproportionate impact was seen for African American, Hispanic, Pacific
Islander, and Unknown ethnic subgroups. This is particularly important to investigate since the
Hispanic subgroup makes 64 percent of the cohort.
The next largest group, White Non-Hispanic, had the highest transfer rate of 44 percent.
Although Asians had the second highest transfer rate, the cohort size is low, as it was for the
Filipino demographic. The African American subgroup, with a 29 percent transfer rate, reflected
low numbers of overall students in the cohort. The American Indian/Alaskan Native subgroup,
at 38 percent, the Pacific Islanders sub group, with a 25 percent transfer rate, had single digit
numbers in the cohort.
Years to Transfer - 6 Years
Years to Transfer - 6 Years
Cohort Year 2006-2007Cohort Year 2006-2007
Transferred Student
Hartnell CCD Total
Cohort Student
295
982
African-American
5
17
American Indian/Alaskan Native
3
8
16
38
Asian
Filipino
13
37
171
625
1
4
Unknown
37
142
White Non-Hispanic
49
111
Hispanic
Pacific Islander
2014 Student Equity Plan 40
District: Hartnell Community College District
DRAFT
College: Hartnell College
An examination of Data on Demand statistics tracking the 2006-2007 cohort of 1,192 students
tracked over period of six years provides an overall snapshot of the Hartnell’s Transfer, AA and
Certificate, DSPS, and Economically Disadvantaged students. Based on this data, just over 65
percent of the cohort can be characterized as economically disadvantaged. Economic factors
undoubtedly contribute to the fact that only 29 percent transferred, 18 percent achieved
degrees and 4 percent achieved their certificates. However, the college could provide
additional support to assist students to meet their goals. In effect, 51 percent of the cohort
achieved their transfer and degree goals and with increased support, this number could be
improved.
Data on Demand 2006-2007 through 2011-2012 Cohort
Total Cohort
1192
100.00%
Transfer, Preparedness, and Persistence
Transfer
346
Transfer Prepared
326
Prepared
180
Persistence
705
29.03%
27.35%
15.10%
59.14%
Certificate, Associate of Arts, Transfer, and Preparedness
Certificate
44
3.69%
AA
219
18.37%
Transfer
326
27.35%
DSPS and Economic Disadvantage
DSPS
79
Economic Disadvantage
779
6.60%
65.35%
Foster Youth. In 2012-2013, the percentage of foster youth completing an AA or certificate was
11 percent compared to 18 percent of the general student population who completed a degree
or certificate.
Analysis. This sampling of data reveals that specific groups not transferring at proportional
rates and new creative support strategies are needed to close the achievement gap and
increase the transfer rate for these specific groups, African Americans, Hispanics, and the 25 to
39 age groups. The key to increasing transfer among these groups will be to improve course
completion and persistence rates for each year for all groups, and to continue to develop a
culture of completion and transfer with orientation, educational plans, increased academic
support in a Success Center, and . However, these targeted groups will need additional
intervention strategies and support to achieve equitable outcomes in transfer.
2014 Student Equity Plan 41
Goals and Activities
2014 Student Equity Plan 42
District:
Hartnell Community College District
College:
Hartnell 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”
GOAL A.
The College will
A.1: Determine challenges for mature students with families in the 30-40 year age brackets to facilitate their access and success in college.
A.2: Ensure that students are on an early preparation track to begin completing the Hartnell College “Steps to Success” process for enrollment
one-year prior to their actual enrollment.
A.3: Improve referrals to the Foster Youth Support Office (FKCE) for improved access to services.
A.4: Provide priority access for veterans to the new Student Success Initiative requirements in order to complete the enrollment process at
Hartnell College.
ACTIVITY A.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
A.1: Enhance collaborative efforts with existing outreach programs from the offices of Academic Affairs, Student Life, and the Foundation by
working with community groups and employers to access potential students and to learn their barriers to pursuing educational services at
Hartnell. In addition, review the College’s current services and how they can be modified to help older students persist and experience
success in the college environment. (Academic Affairs staff, Student Life staff, and Foundation staff; September 2015-May 2018) Funding
sources: SSSP, BSI, General Fund
2014 Student Equity Plan 43
District:
Hartnell Community College District
College:
Hartnell College
GOAL A. (Continued)
A.2 Recruit and hire a “College Pathways Coordinator,” who will be responsible for coordinating with high schools, adult schools, communitybased organizations, foster youth serving organizations, veteran serving organizations, and other organizations. (Foster & Kinship Care Grants
Projects Director and staff, Categorical Programs Director and staff, Student Affairs staff; October 2014- May 2015) Funding sources: SSSP
A.3 Identify staff in all student support areas to create a Foster Youth Support Team. This new team will begin meeting in September 2014 with
support and technical assistance from the John Burton Foundation. Campus staff will receive trainings with county child welfare social
workers, ILP staff, foster care providers and others who work directly with foster youth to educate them about matriculation requirements.
This team will develop a long-term plan to support foster youth on campus and support transfer and successful completion. (Foster & Kinship
Care Grants Projects Director and staff, Categorical Programs Director and staff, Student Affairs staff; October 2014- May 2015) Funding
sources: Foster Youth grants
A.4 Offer an intense orientation program for new Veterans each semester to ensure that they have completed all of the enrollment
requirements. In addition, student veterans will also be exposed to all of the programs and services that the College offers.
EXPECTED OUTCOME A.1.1
A.1.a.1: High school students will be provided with incentives to finish high school and continue to college before 20 years of age.
A.1.a.2: High school students will be encouraged to access better guidance and ensure better preparation before they begin or during the first and
subsequent semesters at Hartnell to improve outcomes and relieve frustrations caused by many issues such as taking courses not useful
for their degrees, family and community challenges, and more (this was also an expected outcome for D).
A.2.b.1: Older students will report access to student and academic support services at all College on evenings, weekends and off site; develop a
“Night College” for the 25 to 39 age groups with both evening academic affairs and student services support
A.2.b.2: Older students will be encouraged to access better guidance and ensure better preparation before they begin or during the first and
subsequent semesters at Hartnell to improve outcomes and relieve frustrations caused by many issues such as taking courses not useful
for their degrees, family and community challenges, and more (this was also an expected outcome for D).
2014 Student Equity Plan 44
District:
Hartnell Community College District
College:
Hartnell College
GOAL A. (Continued)
A.3.1: Increase the number of high school high school seniors who participate in “Panther Prep Day” to 800 students on the Main Campus (to
include Alisal Campus students) and 300 high school seniors at the King City Center, who will demonstrate completion of the “Steps to
Success” process prior to their actual enrollment at Hartnell College.
A.4.1: The number of foster youth referred for services and support will increase each year by 10 percent. The number of foster youth enrolled at
the college will increase from 47 in 2013/2014 to 65 in 2017/2018.
2014 Student Equity Plan 45
District:
Hartnell Community College District
College:
Hartnell 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”
GOAL B.
The College will
B.1: Increase and enhance Tutorial Center services to improve the degree and scope of service to students, including evening and weekend
tutoring; increase the number of tutors and Supplemental Instruction teams; develop and offer strategy workshops that include information
about placement preparation and options.
B.2: Provide additional support services for students enrolled in DE courses.
B.3: Provide additional services to encourage foster youth to successfully complete coursework and remain enrolled in college.
B.4: Provide professional development for staff and faculty on dealing with the transitional issues facing many veterans.
B.5: Provide student veterans with a comprehensive veterans’ center.
ACTIVITY B. (Please include the target date in chronological order and identify the responsible person/group for each activity)
B.1.a: Increase the tutorial services at all sites (including online tutoring) for students in ESL and developmental English and math students. As
well as to veterans, foster youth, disabled, and first-generation students. Create and offer workshops, including Accuplacer Preparation,
that need to be offered on a timely a basis to teach students how to succeed in the community college setting. (Tutorial Services
Coordinator, Academic Affairs Dean (LLS&R), tutorial/SI coordinators, additional tutorial staff; September 2014-May 2015) Funding source:
BSI, SSSP, Title V
2014 Student Equity Plan 46
District:
Hartnell Community College District
College:
Hartnell College
GOAL B. (Continued)
B.1.b: Provide flex opportunities for additional in-depth discussion and training made available through FIGs, workshops, “brown bag” session(s),
and 3CSN activities to discuss, share, and implement reading/success strategies across the curriculum to include the main campus, Alisal
Campus, and King City Center. (Faculty Flex Committee, Professional Development Committee, Student Success Committee, October 2014May 2015) Funding source: BSI, SSSP
B.2: Increase support services for DE students (Tutorial Services Coordinator, Computer Center; October 2014- May 2015) Funding source: BSI,
SSSP, General Fund
B.3: Provide foster youth with priority access to assessment, financial aid support, and counseling services in order to ensure that all matriculation
requirements are completed in time to access priority registration. Develop a foster youth services checklist for student support areas to track
matriculation for services, which will be used as a referral system and to identify foster youth as eligible for these services. (Foster & Kinship
Care Grants Projects Director and staff, Categorical Programs Director and staff, October 2014- May 2015) Funding source: Foster Youth
grants
B.4: Provide flex opportunities to staff for training in such areas as dealing with PTSD and with physical disabilities as well as dealing with
adjustment to the civilian college environment. (Foster & Kinship Care Grants Projects Director and staff, Categorical Programs Director and
staff, October 2014- May 2015) Funding source: SEP, BSI, General Fund
B.5: Provide student veterans with comprehensive academic and student support services through a coordinated veterans’ center as well as
support from the college’s Career Center, such as an interest inventory assessment. (Tutorial Services staff, Career Center staff, October 2014May 2015) Funding source: SEP, BSI
EXPECTED OUTCOME B.1.1
B.1.a.1: Increase the number of students supported by tutorial services by 20 percent. Eighty percent of students participating in workshops about
how to succeed in the community college setting will agree or strongly agree that workshop strategies will be useful in helping them
succeed in college-level courses.
2014 Student Equity Plan 47
District:
Hartnell Community College District
College:
Hartnell College
B.1.b.1: Faculty will share and learn student success strategies to apply in their courses; students will learn and demonstrate improved learning
strategies that will apply across disciplines.
B.2.1: DE students will be provided with additional support, such as an Introduction to Online Learning course.
B.3.1: Of eligible foster youth, 100 percent will have completed the matriculation checklist by the end of their first semester.
B.4.1: Veterans will have assistance from a full-time veterans staff (to include a counselor and staff) to address their academic and personal
development needs so that they may graduate and transfer to a four-year institution or complete a vocational program geared for career
entry or advancement.
B.5.1: Veterans will demonstrate increased course completion and persistence.
2014 Student Equity Plan 48
District:
Hartnell Community College District
College:
Hartnell 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”
GOAL C.
The College will
C.1: Expand the Early Support Program (ESP; also known as Early Alert) pilot to broader implementation across Hartnell campuses with online data
gathering and reporting elements (to include more high-risk populations, such as veterans, foster youth, disabled, and first-generation
students.
C.2: Continue to build institutional (academic and student) support programs to improve students’ academic persistence and migration from
basic skills courses to degree applicable/transferable courses, and eventually transfer.
C.3: Establish a Student Success Center dedicated to promoting basic skills instruction among faculty and coordinating delivery of and
improvement of basic skills students’ academic success.
C.4: Systematize and improve data gathering across the various counseling, student service, and tutorial programs that currently make contact
with basic skills students.
C.5: Continue to support collaboration among Academic Affairs, Counseling, and Student Affairs to build on the developmental class offerings,
schedules, and more effective placement assessment and enhance student learning (and/or vocational learning) to improve the success and
persistence in ESL and basic skills courses; provide a dedicated basic skills counselor for students in developmental English, math, and ESL
courses.
C.6: Assist foster youth who are required to take basic skills or remedial classes will successfully complete all basic skills coursework and go on to
complete a degree applicable course.
2014 Student Equity Plan 49
District:
Hartnell Community College District
College:
Hartnell College
ACTIVITY C.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
C.1.a: Expand the Early-Alert system pilot to include all ESL/basic skills areas and students in other high-risk categories, such as veterans, foster
youth, disabled, and first-generation (including the Alisal Campus and King City Center) to monitor academic difficulties for math and
developmental students and to provide follow-up services (hire additional adjunct counselors to provide support for ESL/basic skills
students, provide scholarships, calculators, ALEKS codes, and reserve books for both short- and long-term use, and provide additional
tutorial support). (Student Affairs, Academic Affairs Dean (LLS&R), Dean of Counseling, Title V Director, Basic Skills/STEM faculty; Fall 2014Spring 2015) Funding source: BSI, SSSP, Title V, Foundation Office
C.1.b: Create a FIG to develop ESP “characteristics” (what is our system, what do we call success, what are the common traits of ESP students?)
Develop implementation plan to include faculty, counselors, students, and support. Provide follow-up for at-risk students. (FIG participants,
Student Affairs; Spring 2015) Funding source: BSI, Title V
C.2.a: Identify an appropriate tool and procedures for assessing reading ability for students entering ENG 253. Collect and analyze results
Develop and implement assessment. (Dean, Academic Affairs (LLS&R,), ENG faculty, ESL faculty; September 2014-June 2015) Funding
source: BSI, SSSP
C.2.b: Expand the College’s existing bridge program and orientation models to developmental and non-traditional students. By 2015, all students
will be using the newly implemented interactive online orientation. Obtain accurate data on students’ academic mobility and persistence at
the end of each semester to determine effectiveness of programs. (Academic Affairs and Student Affairs administrators and staff; August
2014-Fall 2016) Funding source: BSI, SSSP, Title V, Foster Youth grants
C.2.c: Create a Faculty Inquiry Group (FIG) to determine and analyze the “barrier points” preventing students from persisting through the levels of
basic skills and ESL courses to transfer-level courses and to create “momentum points” to help students succeed. The institutional support
program will establish several well organize venues to help students improve their success rate and reduce attrition. (Academic Affairs,
Counseling, and Student Affairs management and faculty; October 2014-December 2015) Funding source: BSI
C.3:
Create a task force to research best practices/models to establish a student success center that provides academic support for students
enrolled in basic skills English, math, and ESL courses. (Academic Affairs, Counseling, and Student Affairs management and faculty; October
2014-December 2015) Funding source: BSI, SSSP, Title V, SEP, General Fund
C.4:
Provide training to faculty in SEP data collection and analysis. (IPE Office staff, September 2014-May 2016) Funding source: SEP
2014 Student Equity Plan 50
District:
Hartnell Community College District
College:
Hartnell College
GOAL C. (Continued)
C.5:
Schedule an embedded basic skills counselor to attend basic skills courses and provide support, advising, and counseling to developmental
English, math, and ESL courses. (Academic Affairs, Counseling, and Student Affairs management and faculty; October 2014-December 2015)
Funding source: BSI, SEP, General Fund
C.6.a: Provide tutors to be available for foster youth who will help facilitate the development of study skills and provide course assistance.
(Student Support Team and Foster & Kinship Care Grants Projects Director and staff; October 2014-December 2015) Funding source: Foster
Youth
C.6.b:
Develop workshops for foster youth in partnership with campus support programs. These workshops will identify student needs to
provide the support for foster youth to complete remedial classes. The college will find tutors to be available for foster youth who will
help facilitate the development of study skills and provide course assistance. (Student Support Team and Foster & Kinship Care Grants
Projects Director and staff; October 2014-December 2015) Funding source: Foster Youth
EXPECTED OUTCOME C.1.1
C.1.a.1: A minimum of 40 faculty will begin or continue to participate in Early Alert pilot; of the students identified for Early Alert, 50 percent will
participate in intervention strategies and be tracked by the Early Alert Counselor. Of these students, 35 percent will be retained and
succeed.
C.1.b.1: Faculty will develop a comprehensive ESP plan that will include defining the purpose of early alert (for faculty and students), developing
plans to encourage “buy in” (faculty and students) establishing processes and procedures, defining staffing needs, identifying workshop
topics, determining scheduling logistics to effectively and efficiently implement the ESP
C.2.a.1: Faculty will use data from reading assessments to develop strategies and curriculum to provide support for student reading success.
C.2.a.2: Faculty and staff will report that annual data provides strong evidence of students’ persistence and migration from basic skills to degree
applicable/transfer course.
2014 Student Equity Plan 51
District:
Hartnell Community College District
College:
Hartnell College
GOAL C. (Continued)
C.3.1: Faculty will discuss and develop strategies and momentum points that will provide students with academic and success strategies by
offering workshops (time management, habits of mind, study skills, etc.), facilitating the formation of study groups, creating learning
communities, etc., in a tutorial or student success center environment.
C.3.4.b Faculty will have easy access to data and support in analyzing data.
C.3.5: Students enrolled in basic skills courses will have more direct access to support, advising, and counseling to help them succeed and persist
in their developmental English, math, and ESL courses through to transfer-level courses.
C.3.6: The percentage of first time, credit foster youth who started at remedial classes will decrease from 47 percent to 40 percent in 2017/2018,
which will be above the rate of the general population.
2014 Student Equity Plan 52
District:
Hartnell Community College District
College:
Hartnell 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”
GOAL D.
The College will
D.1: Engage in a mixed method research project to review challenges and issues that confront students during their first and second years at
Hartnell College.
D.2: Continue to strengthen efforts to provide counseling, advisement, and education plans for new students by building those requirements into
newly implemented online Student Orientation.
D.3: Provide support to encourage foster youth to successfully receive a degree or certificate in alignment with their informed matriculation goal.
D.4: Provide support to encourage veterans to successfully receive a degree or certificate in alignment with their informed matriculation goal.
ACTIVITY D.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
D.1: Continue to develop and provide modified longitudinal research that captures several moments in students’ college trajectory at Hartnell:
college experiences and career progression of alumni at Hartnell and other colleges; quantitative data available and existing surveys; tracking
of degrees certificates. (Academic Affairs staff, Student Life staff, Institutional Planning & Effectiveness Office, and Foundation staff; date).
Funding source: SEP, General Fund
2014 Student Equity Plan 53
District:
Hartnell Community College District
College:
Hartnell College
GOAL D. (Continued)
D.2: Increase the number of new students who are provided with counseling and advisement and who develop education plans; ensure that highrisk students, such as veterans, foster youth, disabled, and first-generation students obtain advisement and develop and follow education
plans. (Student Affairs staff; July 2014-May 2015) Funding source: SSSP, SEP, Foster Youth grants
D.3.a: Designate a Foster Youth Services Initiative Liaison in the financial aid office. The Foster Youth support team will work with the liaison to
schedule quarterly meetings with foster youth to review their progress. Support services will be assigned to foster youth to maintain
Satisfactory Academic Progress. (Foster & Kinship Care Grants Projects Director and staff, financial aid staff; Fall 2014-Spring 2015) Funding
source: Foster Youth
D.3.b: Continue to schedule an academic counselor to meet quarterly with foster youth students to ensure they are on track for completion of
education goals. (Foster & Kinship Care Grants Projects Director and staff; Fall 2014-Spring 2015) Funding source: Foster Youth
D.3.b: Develop targeted transfer workshops for student veterans through the college’s Career/Transfer Center. (Foster & Kinship Care Grants
Projects Director and staff; Fall 2014-Spring 2015) Funding source: Foster Youth
EXPECTED OUTCOME D.1.1
D.1.1: Student success efforts will be supported with quantifiable, easy-to-access data to target challenges to target degree and certificate
completion barriers to students, to include collaboration with high schools and four-year colleges to track and provide statistically reliable
samples.
D.2.1: Students will receive better guidance and preparation before or during the first and subsequent semesters at Hartnell to improve certificate
and degree completion.
D.3.1: The number of foster youth to receive a degree over the next six years will increase by 20 percent .
2014 Student Equity Plan 54
District:
Hartnell Community College District
College:
Hartnell 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”
GOAL E.
The College will
E.1: Provide a supportive, innovative, and collaborative environment to help students pursue and achieve educational success and that addresses
and meets the diverse learning needs of students.
E.2: Increase the transfer rate for all students, in particular for high-risk and low-income students by greatly improving the first-year experience
(post high school summer and academic year) for all Hartnell College students. Provide professional development in first-year curriculum and
student development theories to faculty and staff (In alignment with the Hartnell College Strategic Plan 2013-2018, Strategic Priority 2,
Student Success, Goal 2A and 2B)
E.3: Implement the Ellucian Colleague Student Planning Programs which include electronic educational planning, course registration, Early Alert,
and degree completion tracking. (Student Affairs staff and Academic Affairs staff; Fall 2016)
E.4: Increase the transfer rate of foster youth to four-year institutions within the Central Coast Higher Education Network.
ACTIVITY E.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
E.1.a: Continue to provide and expand transfer information and counseling to students through the Career and Transfer Center by offering oneon-one and group workshops. (Student Affairs staff; July 2014-May 2017) Funding source: General Fund
2014 Student Equity Plan 55
District:
Hartnell Community College District
College:
Hartnell College
GOAL E. (Continued)
E.1.b: Identify all Hartnell College student partnerships and pathways, such as bridge programs, Veterans and Foster-Kinship Independent Living
program, Salinas Adult School and other Monterey County Adult Schools and Monterey County Office of Education Migrant Region 16 and
align the Hartnell College service delivery model and institutional message; strengthen transfer partnerships and programs at the
community college level such as Title V-Gavilan, CSUMB RN BSN and with public colleges and university transfer programs at the California
State University and University of California, such as the Educational Opportunity Programs. (Academic Affairs staff, Student Affairs staff
and Foundation staff, Fall 2016) Funding source: General Fund
E.1.c: Offer a first-year experience program on pilot basis to incoming, first-year students; develop a peer mentoring program to guide at-risk
students (low-income students, first-generation students and underrepresented minorities, such as include veterans, foster youth, and
disabled students). (Student Affairs staff and Academic Affairs staff; Fall 2016) Funding source: SSSP, SEP
E.2:
Continue to use the Panther Prep Program curriculum for all demographic groups with a particular focus on high-risk and low-income
groups that results in the creation of transfer support programs for these groups to include veterans, foster youth, disabled, and firstgeneration students (Academic Affairs staff, Student Affairs staff, Foundation staff; Fall 2016).
E.3:
Provide Ellucian Colleague Student Planning Programs, which include electronic educational planning, course registration, Early Alert, and
degree completion tracking, to all students. (Student Affairs staff and Academic Affairs staff; Fall 2016) Funding source: SSSP, BSI, Title V,
General Fund
E.4:
Develop and implement best-practice strategies based on research and programmatic successes within the network based on data and site
visits in California and out of state; develop MOUs with partner schools. (Foster & Kinship Care Grants Projects Director and staff; Spring
2015-Spring 2018) Funding source: Foster Youth
2014 Student Equity Plan 56
District:
Hartnell Community College District
College:
Hartnell College
GOAL E. (Continued)
EXPECTED OUTCOME E.1.1
E.1.1 The numbers of students who receive comprehensive educational planning by increasing the means and number of matriculation activities
and student contact will increase.
E.2.1 The number of students who transfer, specifically those who are Hispanic, African American, foster youth, and veterans, will increase.
E.3.1 High school students will recognize and use an additional pathway to Hartnell College for high school students.
E.4.1 Students will indicate access to and use of tools that will assist them in planning course and degree/certificate completion and transfer.
E.5.1: The percentage of foster youth who complete a minimum of 12 units and have successfully completed a college level English and math will
transfer to a four-year institution within the Central Coast Higher Education Network will increase by 10 percent by 2017/2018.
2014 Student Equity Plan 57
Budget
2014 Student Equity Plan 58
District: Hartnell Community College District
DRAFT
College: Hartnell College
SOURCES OF FUNDING
Resources to implement the Student Equity Plan goals and activities to achieve outcomes are
provided by the following sources of funding:




BSI funding
Categorical funding
Grant funding
o Title III, Part F, HSI STEM and Articulation grants (CUSP and STP grants)
o Title III, Part F, HSI STEM and Articulation Program, US Department of Education
o Title V, Part A, Developing Hispanic-Serving Institutions Program, US Department of Education
o TRiO Student Support Program, US Department of Education
o National Science Foundation
o California Endowment
o Youth Empowerment Success Strategies Independent Living (YESS-ILP)—Foundation for
California Community Colleges
o Independent Living Program (ILP)—County of Monterey
o Transitional Age Foster Youth Health and Wellness Program (TAFY)
o Foundation for California Community Colleges
o CA College Pathways Initiative
o Walter S. Johnson Foundation
General Fund allocations for support programs, salaries, and benefits and professional development
Funding is allocated based on Program Planning and Assessment (PPA) documents and on
alignment to the College’s Strategic Planning Priorities. The Student Equity Plan was developed
by a work group of faculty, management, staff, and students and vetted through the College’s
councils and committee structure.
2014 Student Equity Plan 59
Evaluation Schedule and Process
2014 Student Equity Plan 60
District: Hartnell Community College District
DRAFT
College: Hartnell College
EVALUATION SCHEDULE AND PROCESS
Each of the goals and activities identified in the Student Equity Plan will be evaluated by the
Student Success Committee and other appropriate groups (Student Affairs, Academic Affairs,
etc.). Assessment factors will include a review of goal/activity types, timelines, and
achievement of identified outcomes and will be used to determine an assessment schedule.
Data will be shared with faculty and staff to be included in program planning and assessment
discussions for their disciplines and areas.
2014 Student Equity Plan 61
Attachments
2014 Student Equity Plan 62