El Monte Union College
Pledge
A Structural Approach to Ensuring
College Access & Degree Completion
Presented to 2012
Community College
Futures Assembly
by
Rio Hondo College
January 30, 2012
Acknowledgment
The El Monte Union College Pledge is an
intersegmental partnership among Rio Hondo
College, El Monte Union High School District,
California State University, Los Angeles, and the
University of California, Irvine.
Distance from El Monte:
3 Miles
9 Miles
29 Miles
El Monte College Pledge Guiding Principles
Seamless
Educational
Pipeline
College
Readiness &
Academic
Preparation
Cultivating
Intersegmental
Relationships
Increase
College
Enrollment &
Degree
Completion
El Monte Community Context
• Located approximately 12 miles southeast of
downtown Los Angeles
• Population: 115,965, City of El Monte and 22,700,
South El Monte
• 69% and 88% are Latino, respectively
• 55.8% and 64.4% of adults do not have a high
school diploma, respectively
• 80.7% to 82.9% of the population does not speak
English as their primary language and 48.4% to
51.1% do not speak English at all
El Monte Union HSD Profile
•
•
•
•
Located 12 Miles East of Downtown Los Angeles
5 Comprehensive High Schools
Four K-8 Feeder Districts
Student Population
– 10,062 Students (2011-12)
– 77% Latino, 20% Asian, 2% White, <1% African American
• Percentage of English Language Learners
– 25%
• Percentage Receiving Free/Reduced Lunch
– 84%
• AYP Met: No
Program Activities
Post-Secondary
High School
Middle School
• Basic Skills Development
• Mentorship
• Support Networks
• Four-Year Plans
• Ongoing Targeted Counseling
• Academic Support/Tutoring
• Enrichment Opportunities
• Step-by-Step Parent Engagement
• Instill Belief and Motivation
• Career Connections
• Empower Families with Information
and Resources
Seamless Educational Pipeline
• Create dialogue and open communication regarding
timely acquisition of basic skills and effective
remediation efforts
• Discuss and solidify vertical and horizontal articulation
• Identify key junctures throughout students’ educational
experiences requiring cross-pollination of institutional
services
• Develop policies and procedures aimed at facilitating
post-secondary enrollment of eligible students and
reducing common barriers to matriculation and success
Institutional Commitments
El Monte Union High School District
• Starting in 8th grade, all students and families will
be provided information, services, and resources
to prepare them for college and careers
• Students will be encouraged to enroll in…
–
–
–
–
college prep classes
be proficient in reading, writing, and math
apply for financial aid
apply to and enroll in an institution of higher
education within one year after graduating from high
school
Institutional Commitments
Rio Hondo College
• Pledge all EMUHSD graduates a one-time
priority registration beginning with the Class
of 2011
• Assist students who matriculate to RHC with
information and assistance in meeting the
Transfer Admission Guarantee (TAG)
requirements to transfer to CSULA and/or UCI.
Institutional Commitments
CSU Los Angeles
• Pledge that all El Monte Union High School students who
successfully complete minimum college preparatory
requirements, and who are designated as CSU eligible, will
be offered admission to CSULA and have an opportunity to
earn a bachelor’s degree
• Pledge that all Rio Hondo Community College students
who successfully complete minimum community college
transfer requirements will be offered admission to CSULA
and have an opportunity to earn a bachelor’s degree;
• Assist with the CSULA admission process
• Host campus tours and workshops for admission and
financial aid.
Institutional Commitments
University of California, Irvine
• Pledge that all El Monte Union High School students
who successfully complete a high school curriculum
and who are designated as UC Eligible in the Local
Context (those students in the top 4% of their high
school class) will be offered admission to UCI and have
an opportunity to earn a bachelor’s degree .
• Pledge all students who apply for and successfully
complete UCI Transfer Admission Guarantee (TAG)
transfer requirements will be offered admission to UCI
and have an opportunity to earn a bachelor’s degree.
College Readiness/Academic
Preparation
HIGH SCHOOL DISTRICT-WIDE:
• Increase number of students enrolled in and
succeeding in Algebra I
• Increase access and success in a college
preparatory curriculum (A-G)
• Increase preparation for college-level writing
• Provide the necessary academic supports to
accelerate learning and close the achievement
gaps
Number of Students
The number of 9th grade students
taking the Algebra CSTs has increased
significantly.
1800
1650
1500
1350
1200
1050
900
750
600
450
300
150
0
What Changed?
District-wide 9th Grade
Algebra I For All Policy
2007
2008
2009
Year
2010
The number of 9th grade students
scoring proficient and above has
increased significantly.
450
Number of Students
400
350
300
Was the sky falling?
NO! Significant increase in achievement
despite an increase in enrollment
250
200
150
100
50
0
2007
2008
2009
Year
2010
Transcript Evaluation Service (TES)
• Provides information on UC and CSU
college entrance requirements
• Shows student progress toward meeting
requirements
• Indicates where to find additional useful
information on college and financial aid
Grade Level Counseling Benchmarks:
Terminology
11th Grade Student Conference
Learning Outcomes
• Meeting the CSU Benchmarks
– Understand their individual progress towards meeting minimum entrance
requirements to CSU and UC
– Review important deadlines and online resources to meet the CSU & UC
application filing period
• Close to Meeting the CSU Benchmark
– Understand their individual progress towards meeting minimum entrance
requirements to CSU and UC
– Develop a plan to address unmet entrance requirements
– Review important deadlines and online resources to meet the CSU & UC
application filing period
• Not Meeting the CSU Benchmark
– Understand various post-secondary options and their requirements
(vocational, certificate, A.A, transfer, etc.)
– Align career aspirations with corresponding PS institution
– Understand the importance of developing a post-secondary/career plan w/a
counselor
EMUHSD A-G Completion Rates2008 to 2011 Comparison
40%
40%
35%
33%
35%
30%
37%
35%
31%
30%
28%
26%
36%
26%
22%
25%
20%
Class of 2008
17%
Class of 2010
15%
Class of 2011
9%
8%
10%
5%
0%
Arroyo High School
El Monte High
School
Mountan View High
School
Rosemead High
School
South El Monte High
School
School
Class of 2008
Class of 2010
Class of 2011
Arroyo High School
26%
33%
40%
El Monte High School
9%
30%
28%
Mountain View High School
8%
17%
22%
Rosemead High School
31%
35%
37%
South El Monte High School
26%
36%
35%
What Changed?
CSU
Benchmarks
Class of 2008
CSU
Benchmarks
Class of 2011
Expository Reading &
Writing Course
• Enrollment: Approximately 293 12th grade students across five EMUHSD
high schools (2 classes per school site) enrolled in ERWC.
• Professional Development and Training: 10 EMUHSD teachers attended
an intensive 4-day training sponsored by CSU Pomona, in which they
learned effective implementation methods for ERWC curriculum modules
and innovative instructional strategies for increasing student engagement,
critical thinking, and analytical reading and writing skills.
• Professional Learning Community: EMUHSD and Rio Hondo College
developed a Professional Learning Community (PLC) to monitor and assess
course impact and student success. Ten teachers, the EMUHSD Director of
Research and Curriculum, an RHC Curriculum Consultant, and visiting CSU
Pomona staff comprise the PLC, which meets every 6 weeks throughout
the academic year.
35
30
25
90 "A" grades
20
96 "B" grades
84 "C" grades
15
24 "D" grades
10
1 "F" grade
295 Students
5
0
Grade: A
Grade: B
Grade: C
Grade: D
Grade: F
ERWC English Assessment Results (RHC)
60
■ 26
of the 52 Students testing in English 101 were B, BB, or FBB
50
40
52- ENG101
30
39- ENG35
12-ENG30
20
103 Students
10
0
English 101
English 35
English 30
Increase College Enrollment &
Degree Completion
DISTRICT-WIDE:
• Develop targeted, grade-specific, intersegmental
college counseling initiatives
• Increase exposure to institutions of higher
education
• Increase enrollment in pre-college experiences at
colleges and universities (e.g. summer programs,
conferences, college courses, etc.)
• Provide families the necessary knowledge and
resources to successfully complete required steps
for college applications and enrollment
Key Activities
College Knowledge
Seminars
9/10th
Grade TES
Counseling
College Planning
Family Nights
TES Student
Conferences
SAT Registration
College Planning
Family Nights
Seniors
El Monte Pledge
Signing
Juniors
Frosh/Soph
High School
TES Senior Day
Expository Reading
and Writing Course
El Monte Pledge
Student Assembly
College Application
Workshops
Assessment Days
Ed Plans
Priority Registration
El Monte Union College Pledge
2010 to 2011 EMUHSD-RHC Enrollment Comparison
School
Fall 2010
Enrollees
Fall 2011
Enrollees
#
Difference
%
Difference
Arroyo High School
47
95
+48
+102%
El Monte High School
50
119
+69
+138%
Mountain View HS
86
149
+63
+73.3%
Rosemead High School
57
81
+24
+42.1%
South El Monte HS
69
85
+16
+23.2%
District Totals
309
529
+220
+71.2%
Key Activities
Post-Secondary
First Year
Experience Program
Summer Bridge
Gateway Tutoring
Developmental Education
•
Enhance and expand Gateway Tutoring, an integrated tutoring model in which trained tutors are
assigned to specific instructors to attend class and facilitate group study sessions. Thirty sections
offered in both fall 2011 and spring 2012, 84% of students who attend tutoring sessions pass the
target class, tutor training retreats and program evaluation are now on-going program components
•
Strengthen First-Year Experience, which is designed to promote academic achievement among
entering college students in a supportive, integrated, and innovated learning environment. Two
cohorts began in fall 2011 and will continue through spring 2012, this program will likely merge
with Fast-Track Accelerated Learning Communities beginning fall 2012.
•
Continue to offer Summer Bridge to improve student success through a four-day program, which
includes peer-networking, academic review (math/English), campus tours, educational planning,
and overall student empowerment. 166 students completed the 2011 program, several fall follow
up events were hosted and well attended, Summer Bridge students are more likely to take math,
pass math, and attain higher overall retention rates than comparison groups throughout their first
academic year.
•
Reformat and broaden Early Alert, which monitors student progress and provides timely
information to students about corresponding support services and resources. Early Alert is now
accessible to instructors through AccessRio, currently all basic skills courses are included, voluntary
faculty participation has increased slightly in recent semesters.
•
Implement Fast-Track Accelerated Learning, which is a learning community between two shortterm English courses (ENG 35 and ENGL 101) and a full-term Reading 101 course. One cohort was
piloted in fall 2011, five cohorts are being offered in spring 2012, students are being tracked and
preliminary fall 2011 findings are overwhelmingly positive.
86%
84%
El Monte Union College Pledge
Fall 2011 to Spring 2012
RHC Persistence Rate
RHC
83%
EMUCP
82%
80%
78%
76%
74%
74%
72%
70%
68%
RHC 3-yr average persistence rate
(2008-2010)
EMUCP
N=409
Cultivating Intersegmental
Relationships
• Coordinate existing regional efforts to meet
identified needs
• Identify additional stakeholders and key
partners to increase funding opportunities,
expertise, and promote the vision of the EMCP
• Work collaboratively to address the socioeconomic barriers and institutional structures
that have historically impacted student
success and post-secondary enrollment
K-12 Institutional Partner
Perspective
Nick Salerno, Superintendent, EMUHSD
Questions?
For more information on the El Monte
Union College Pledge contact Dr. Mike Muñoz,
Associate Dean of Student Services,
Rio Hondo College
Phone: (562) 463-4693
Email: mrmunoz@riohondo.edu
CHEM120
Academic Years (2010-11, 2011-12, and 2012-13)
Times Chem120 Taken * PASS Rate Crosstabulation
PASS Rate
# Times
Taken
1
2+
Total
.00
.33/.50
1.00
Total
Count
101
0
361
462
% of Total
19.7%
0.0%
70.4%
90.1%
Count
15 (1)
34 (1)
0
51
% of Total
Count
3.1%
117
6.6%
35
0.0%
361
9.9%
513
% of Total
22.8%
6.8%
70.4%
100.0%
462 students took CHEM120 once:
361 were successful.
101 did not pass, nor did they repeat.
51 students took CHEM120 two or more times:
35 were successful.
16 did not pass, nor did they repeat.
RETENTION AND SUCCESS
513
Second/Third time
taking course
53
Success
70.4%
66.0%
Retention
87.7%
90.6%
OVERALL CHEM120
First time taking course
# Students
In MESA-SSS program
at the time of taking
Chem120
Not in MESA-SSS
program
First time taking
course
164
Second/Third
time
16
Success
79.9%
75%
Retention
93.3%
100.0%
# Students
349
37
Success
65.9%
62.2%
Retention
85.1%
86.5%
# Students
Note: Students who were not in the MESA-SSS program during the times they took CHEM120 were included in
the “Not in MESA-SSS program” group above.
Success, Retention, and Grades of M190 students depending on grade in M180 – includes M190
repeaters and separated by MESA/Non-MESA
These results are based on data from the 2010-11, 2011-12, and 2012-13 academic years.
In this defined range, there were 232 students who took MATH190/H and also had a MATH180 grade
(294 attempts).
Table 1) Success, Retention, and Grades of MATH190/H based on MATH180 Grade
(First Attempt at M190)
Students
Success in M190
Retention in M190
Grades in M190
A
51
86.3%
88.2%
3.53
Grade in Math 180
B
91
63.7%
84.6%
2.30
C
90
41.1%
71.1%
1.58
Table 2) Success, Retention, and Grades of MATH190/H based on MATH180 Grade and MESA
Participation
Grade in Math 180
A
B
C
NonNonNon(First Attempt at M190)
MESA
MESA
MESA
MESA
MESA
MESA
Students
24
27
32
59
33
57
Success in M190
100.0%
74.1%
59.4%
66.1%
33.3%
45.6%
Retention in M190
100.0%
77.8%
87.5%
83.1%
66.7%
73.7%
Grades in M190
3.67
3.38
2.18
2.37
1.27
1.74
Note: Tables 1 and 2 include results from the first MATH190/H attempt by the 232 students.
Table 3) Success, Retention, and Grades for all Attempts at MATH190/H based on MATH180 Grade
Grade in ATTEMPTS
First time taking
Second time
Third/Fourth times
M180
M190
taking M190
taking M190
Students
51
1
--Success in M190
86.3%
0.0%
--A
Retention in M190
88.2%
0.0%
--Grades in M190
3.53
-----
B
Students
Success in M190
Retention in M190
Grades in M190
91
63.7%
84.6%
2.30
21
85.7%
100%
2.52
---------
C
Students
Success in M190
Retention in M190
Grades in M190
90
41.1%
71.1%
1.58
31
51.6%
71.0%
2.09
9
33.3%
100%
1.38
Table 4) Success, Retention, and Grades for all Attempts at MATH190/H based on MATH180 Grade
and MESA Participation
First time taking
Second time
Third/Fourth
M190
taking M190
times taking
Grade in
M190
ATTEMPTS
M180
NonNonNonMESA
MESA
MESA
MESA
MESA
MESA
Students
24
27
--1
----Success in M190
100.0% 74.1%
--0.0%
----A
Retention in M190
100.0% 77.8%
--0.0%
----Grades in M190
3.67
3.38
---------
B
Students
Success in M190
Retention in M190
Grades in M190
32
59.4%
87.5%
2.18
59
66.1%
83.1%
2.37
12
91.7%
100.0%
2.58
9
77.8%
100.0%
2.44
---------
---------
C
Students
Success in M190
Retention in M190
Grades in M190
33
33.3%
66.7%
1.27
57
45.6%
73.7%
1.74
13
53.8%
76.9%
2.20
18
50.0%
66.7%
2.00
4
50.0%
100.0%
5
20.0%
100.0%
1.00
Note: Tables 3 and 4 are based on the 294 attempts at MATH190/H.
1.50
Success, Retention, and Grades of CHEM130 students depending on grade in CHEM120 – includes
CHEM130 repeaters and separated by MESA/Non-MESA
These results are based on data from the 2010-11, 2011-12, and 2012-13 academic years.
In this defined range, there were 184 students who took CHEM130 and also had a CHEM120 grade (221
attempts).
Table 1) Success, Retention, and Grades of CHEM130 based on CHEM120 Grade
Grade in CHEM120
(First Attempt at
CHEM130)
Students
Success in CHEM130
Retention in CHEM130
Grades in CHEM130
A
B
C
64
82.8%
85.9%
2.84
74
48.6%
70.3%
1.65
46
15.2%
41.3%
1.16
Table 2) Success, Retention, and Grades of CHEM130 based on CHEM120 Grade and MESA
Participation
Grade in CHEM120
A
B
C
NonNonNon(First Attempt at CHEM130)
MESA
MESA
MESA
MESA
MESA
MESA
Students
39
25
42
32
20
26
Success in CHEM130
89.7%
72.0%
54.8%
40.6%
20.0%
11.5%
Retention in CHEM130
94.9%
72.0%
73.8%
65.6%
65.0%
23.1%
Grades in CHEM130
2.95
2.61
1.74
1.52
1.00
1.50
Note: Tables 1 and 2 include results from the first CHEM130 attempt by the 184 students.
Table 3) Success, Retention, and Grades for all Attempts at CHEM130 based on CHEM120 Grade
Grade in ATTEMPTS
First time taking
Second time
Third time taking
CHEM120
CHEM130
taking CHEM130
CHEM130
Students
64
7
--Success in CHEM130
82.8%
85.7%
--A
Retention in CHEM130
85.9%
85.7%
--Grades in CHEM130
2.84
2.83
---
B
Students
Success in CHEM130
Retention in CHEM130
Grades in CHEM130
74
48.6%
70.3%
1.65
14
78.6%
100.0%
1.93
---------
C
Students
Success in CHEM130
Retention in CHEM130
Grades in CHEM130
46
15.2%
41.3%
1.16
14
57.1%
71.4%
1.80
2
50.0%
50.0%
2.00
Table 4) Success, Retention, and Grades for all Attempts at CHEM130 based on CHEM120 Grade and
MESA Participation
First time taking
Second time
Third time taking
CHEM130
taking CHEM130
CHEM130
Grade in
ATTEMPTS
CHEM120
NonNonNonMESA
MESA
MESA
MESA
MESA
MESA
Students
39
25
2
5
----Success in CHEM130
----89.7%
72.0% 100.0% 80.0%
A
Retention in CHEM130
----94.9%
72.0% 100.0% 80.0%
Grades in CHEM130
----2.95
2.61
3.00
2.75
B
Students
Success in CHEM130
Retention in CHEM130
Grades in CHEM130
42
54.8%
73.8%
1.74
32
40.6%
65.6%
1.52
9
77.8%
100.0%
2.00
5
80.0%
100.0%
1.80
---------
---------
C
Students
Success in CHEM130
Retention in CHEM130
Grades in CHEM130
20
20.0%
65.0%
1.00
26
11.5%
23.1%
1.50
9
55.6%
77.8%
1.71
5
60.0%
60.0%
2.00
2
50.0%
50.0%
---------
Note: Tables 3 and 4 are based on the 221 attempts at CHEM130.
2.00
INSTITUTIONAL RESEARCH AND PLANNING
COURSE PERFORMANCE BY MESA and TRIO SSS STUDENTS
TABLE 1): Comparison of Success Rates in Core STEM Courses (Fall 2008 to Fall 2012)
Success Rates
# MESA
Course
Course Title
Student
MESA
Non-MESA
Number
Enrollments
Students
Students
BIOL200
Principles of Biology 1
50
94.0%
83.7%
BIOL201
Principles of Biology 2
30
96.7%
87.2%
CHEM120
Introduction to Chemistry
199
78.9%
58.6%
CHEM130
General Chemistry
197
56.3%
45.0%
CHEM131
General Chemistry
107
69.2%
57.9%
CHEM131L
General Chemistry (Lab)
90
90.0%
78.8%
CHEM230
Organic Chemistry I
36
75.0%
78.9%
CHEM231
Organic Chemistry II
16
81.3%
71.4%
MATH180
Pre-Calculus
189
67.2%
55.9%
MATH190
Calculus I
210
62.4%
53.0%
MATH191
Calculus II
182
68.7%
47.7%
MATH250
Calculus III
95
69.5%
62.0%
MATH260
Linear Algebra
57
82.5%
53.8%
MATH270
Differential Equations
45
84.4%
52.8%
PHY211
Physics for Scientists and Engineers - I
126
88.1%
80.4%
PHY212
Physics for Scientists and Engineers - II
103
92.2%
80.0%
PHY213
Physics for Scientists and Engineers - III
64
95.3%
88.1%
INSTITUTIONAL RESEARCH AND PLANNING
TABLE 2) Comparison of Success Rates in General and Basic Skills Courses (Fall 2008 to Fall 2012)
Success Rates
# MESA
Course
Course Title
Student
MESA
Non-MESA
Number
Enrollments
Students
Students
ENGL101
College Composition and Research
94
81.9%
60.4%
ENGL201
Advanced Composition and Critical Thinking
120
84.2%
72.5%
HIST144
History of the United States Since 1865
60
81.7%
61.6%
MATH050
Elementary Algebra
22
77.3%
54.9%
MATH070
Intermediate Algebra
55
83.6%
57.1%
PE130
Lifelong Fitness Laboratory
165
50.9%
35.2%
POLS110
Government of the United States
90
83.3%
60.4%
PSY101
Introductory Psychology
71
73.2%
56.3%
SPCH101
Public Speaking
86
90.7%
71.4%
INSTITUTIONAL RESEARCH AND PLANNING
TABLE 3): Comparison of Success Rates in Core STEM Courses (Fall 2008 to Fall 2012)
Success Rates
# TRiO SSS
Course
Course Title
Student
TRiO SSS
Non-TRiO SSS
Number
Enrollments
Students
Students
BIOL200
Principles of Biology 1
31
100.0%
83.8%
BIOL201
Principles of Biology 2
20
100.0%
87.7%
CHEM120
Introduction to Chemistry
90
84.4%
60.9%
CHEM130
General Chemistry
105
56.2%
47.9%
CHEM131
General Chemistry
63
69.8%
60.1%
CHEM131L
General Chemistry (Lab)
53
88.7%
81.6%
CHEM230
Organic Chemistry I
22
77.3%
77.5%
CHEM231
Organic Chemistry II
9
NR*
71.4%
MATH180
Pre-Calculus
93
65.6%
57.8%
MATH190
Calculus I
116
62.1%
54.6%
MATH191
Calculus II
97
72.2%
52.1%
MATH250
Calculus III
51
74.5%
62.5%
MATH260
Linear Algebra
30
76.7%
68.2%
MATH270
Differential Equations
20
80.0%
67.2%
PHY211
Physics for Scientists and Engineers - I
70
88.6%
82.9%
PHY212
Physics for Scientists and Engineers - II
54
92.6%
85.1%
PHY213
Physics for Scientists and Engineers - III
35
94.3%
91.5%
*Consistent with federal confidentiality guidelines, performance rates for groups of 10 or fewer students are not
reported here.
Prepared by James Sass on February 20, 2013.
Data Source: Banner/Cognos
MATH190/190H (REVISED)
Academic Years (2010-11, 2011-12, and 2012-13)
Times Math190 Taken * PASS Rate Crosstabulation
PASS Rate
.00
1
# Times
Taken
2
3+
Total
Count
.33/.25
.50
Total
1.00
94
0
0
248
342
21.9%
0.0%
0.0%
57.8%
79.7%
20
0
49
0
69
% of Total
4.7%
0.0%
11.4%
0.0%
16.1%
Count
7 (1)
9 (1)
0
0
18
% of Total
1.8%
2.4%
0.0%
0.0%
4.3%
122
10
49
248
429
28.4%
2.3%
11.4%
57.8%
100.0%
% of Total
Count
Count
% of Total
342 students took MATH190/190H once:
248 were successful.
94 did not pass, nor did they repeat.
69 students took MATH190/190H twice:
49 were successful the second time.
20 did not pass the second time, nor did they repeat.
18 students took MATH190 three or more times:
10 students were successful.
8 did not repeat.
RETENTION AND SUCCESS
OVERALL
MATH190/190H
# Students
First time taking
course
429
Second time taking
course
87
Third+ time taking
course
20
Success
57.8%
56.3%
50.0%
Retention
78.1%
75.9%
95.0%
In MESA-SSS program
at the time of taking
Math 190
Not in MESA-SSS
program
# Students
First time taking
course
124
36
Third or more
times
8*
Second time
Success
62.1%
66.7%
62.5%
Retention
82.3%
91.7%
100%
# Students
305
51
12
Success
56.1%
49.0%
41.7%
Retention
76.4%
64.7%
91.7%
Note: Students who were not in the MESA-SSS program during the times they took MATH190 were included in
the “Not in MESA-SSS program” group above.
Has helped me to become a better student:
1. AEW’s
5. Semester beginning Retreat
Strongly Agree
26
62%
Strongly Agree
13
31%
Agree
10
24%
Agree
13
31%
Somewhat Agree
1
2%
Somewhat Agree
3
7%
Somewhat Disagree
2
5%
Somewhat Disagree
2
5%
Disagree
0
0%
Disagree
0
0%
Strongly Disagree
0
0%
Strongly Disagree
2
5%
Did not use/can't rate
3
7%
Did not use/can't rate
9
21%
28
67%
Agree
8
19%
Strongly Agree
24
57%
Somewhat Agree
6
14%
Agree
8
19%
Somewhat Disagree
0
0%
Somewhat Agree
3
7%
Disagree
0
0%
Somewhat Disagree
2
5%
Strongly Disagree
0
0%
Disagree
1
2%
Did not use/can't rate
0
0%
Strongly Disagree
0
0%
Did not use/can't rate
4
10%
2. Educational Plan
Strongly Agree
3. Personal Success Plan
Strongly Agree
21
50%
Agree
10
24%
Somewhat Agree
5
12%
Somewhat Disagree
1
2%
Disagree
0
0%
Strongly Disagree
1
2%
Did not use/can't rate
4
10%
6. MESA Tutors
7. The MESA Center as a place to hang out
during the day
24
57%
Agree
5
12%
Somewhat Agree
6
14%
Somewhat Disagree
1
2%
Disagree
2
5%
Strongly Disagree
0
0%
Did not use/can't rate
4
10%
Strongly Agree
4. MESA Hour
Strongly Agree
17
40%
Agree
11
26%
Somewhat Agree
7
17%
Somewhat Disagree
2
5%
Disagree
0
0%
Strongly Disagree
2
5%
Did not use/can't rate
3
7%
8. The MESA Center as a place to study alone
29
69%
Agree
4
10%
Somewhat Agree
4
10%
Somewhat Disagree
2
5%
Disagree
1
2%
Strongly Disagree
0
0%
Did not use/can't rate
2
5%
Strongly Agree
9. The MESA Center for Group Study
12. Summer Program Information
25
60%
Strongly Agree
20
48%
Agree
7
17%
Agree
13
31%
Somewhat Agree
2
5%
Somewhat Agree
2
5%
Somewhat Disagree
2
5%
Somewhat Disagree
1
2%
Disagree
1
2%
Disagree
0
0%
Strongly Disagree
0
0%
Strongly Disagree
0
0%
Did not use/can't rate
5
12%
Did not use/can't rate
6
14%
Strongly Agree
10. Personal Advising from Dr. Spieler or Erik
13. Scholarship Information
36
86%
Strongly Agree
16
38%
Agree
5
12%
Agree
14
33%
Somewhat Agree
1
2%
Somewhat Agree
7
17%
Somewhat Disagree
0
0%
Somewhat Disagree
0
0%
Disagree
0
0%
Disagree
1
2%
Strongly Disagree
0
0%
Strongly Disagree
0
0%
Did not use/can't rate
0
0%
Did not use/can't rate
4
10
Strongly Agree
11. Professor Office Hours/Support
14. Peer support from other MESA/TRiO
Students
28
67%
Agree
5
12%
Strongly Agree
Somewhat Agree
4
10%
Somewhat Disagree
0
Disagree
Strongly Agree
25
60%
Agree
8
19%
0%
Somewhat Agree
4
10%
0
0%
Somewhat Disagree
0
0%
Strongly Disagree
1
2%
Disagree
0
0%
Did not use/can't rate
4
10%
Strongly Disagree
1
2%
Did not use/can't rate
4
10%
During the last year – Results in number of students (percent of students) who strongly agree or agree
1. My sense of being part of the RHC
community has increased:
Strongly agree
24
57%
Agree
12
29%
Somewhat agree
4
10%
Somewhat disagree
0
0%
Disagree
2
5%
Strongly disagree
0
0%
2. I have learned more about career options in
STEM
Strongly agree
23
55%
Agree
12
29%
Somewhat agree
4
10%
Somewhat disagree
2
5%
Disagree
1
2%
Strongly disagree
0
0%
3. Level of academic Peer Support has
increased
Strongly agree
21
50%
Agree
11
26%
Somewhat agree
4
10%
Somewhat disagree
3
7%
Disagree
3
7%
Strongly disagree
0
0%
5. Study skills have improved
22
52%
7
17%
11
26%
Somewhat disagree
1
2%
Disagree
1
2%
Strongly disagree
0
0%
Strongly agree
Agree
Somewhat agree
6. I have become an overall better student
Strongly agree
24
57%
Agree
10
24%
Somewhat agree
4
10%
Somewhat disagree
4
10%
Disagree
0
0%
Strongly disagree
0
0%
7. I have become a more motivated student
Strongly agree
26
62%
Agree
11
26%
Somewhat agree
5
12%
Somewhat disagree
0
0%
Disagree
0
0%
Strongly disagree
0
0%
8. I have become a more confident student
4. Level of social Peer Support has increased
24
57%
Agree
9
21%
Strongly agree
Strongly agree
16
38%
Somewhat agree
6
14%
Agree
14
33%
Somewhat disagree
2
5%
Somewhat agree
6
14%
Disagree
1
2%
Somewhat disagree
2
5%
Strongly disagree
0
0%
Disagree
4
10%
Strongly disagree
0
0%
Please explain a few sentences your answers to the previous 3 items.

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Well I’m really disappointed i didn't get the grades i wanted i actually put more time studying
but still i wasn’t satisfied
This Spring semester was the toughest schedule of classes that I have ever taken. There were
moments in the beginning when I felt like I was in my overhead and contemplated dropping one
of the courses. But I decided to take on the challenge and was very successful in all 3 courses.
This gave me great confidence to tackle the many academic challenges in the future
Mesa has definitely helped me become a more informed and well prepared student.
I feel confident that i will be able to achieve my goals. Mesa has made me see that there is a
light at the end of the tunnel you just have to keep going to reach it.
I have become more accustomed to working with groups of people studying the same subjects
as I.
I am more confident in my study habits. I now know how to work well with others and that will
help me success in anything I do. I feel motivated by how productive i feel being a part of MESA,
it also helps to be surrounded by so many people with similar goals.
I could honestly say I was not the best student because of family issues but, I know I can do
better. Which I applying to the fall semester.
In the past year I have learned a lot about my weaknesses and made major improvements. I
have become more proactive about setting aside time to study and turning in my homework
early. Transferring this semester has given me the opportunity to network with professors
outside of Rio Hondo. Knowing that I am moving forward and making progress has rekindle my
excitement for education and also made me a more confident student.
Confident to go ask for help
I believe that I have become a better student overall because I am now taking school seriously
now. I wasn't the best person to study with even though I knew how and now after all the AEWs
and other MESA services I have become a better student.
Even though I struggled, I feel it was more related to personal matters. I do not feel I performed
my best this semester. Once I fell behind, there was no bouncing back.
I feel am stronger in chemistry then i was when i took 130
I take school more seriously now.
See workshops along with professionals that attended our Mesa hours has really motivated me
into becoming a better student.
I am more confident in understanding the theory and practicing it in laboratories. I am more
motivated to learn more, as I am now taking classes that are more like my intended major.
I am more confident student, because I have support from Dr. Spieler and the tutors from mesa
Working harder motivates me because I receive a better grade that allows me to feel confident.
I have learned to become more focused, while studying in the MESA center, as well as stay on
task at home.

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I have learned in some way to study material. I have not had much peer group support as to
people stay to their own cliques and confuse me more when i have tried to get help from the
tutors.
Taking Dr. Huang's Chem 130 course really taught me how to study and what is expected of me
as a university student because of this, I have become more confident and motivated as I proved
myself I could earn the A in the course.
I feel I have become a more applied student because I have become aware of resources
available. In the MESA/TRIO program it is highly encouraged to meet with professors during
office hours and I did just that. I helped me tremendously to become a more confident student. I
have also applied to summer programs whereas before I didn't think I had the slightest chance
of getting accepted and I was fortunate enough to have an offer this summer. The atmosphere
within the MESA center is also very encouraging as well. Every peer is willing to help one
another in every subject. I am thankful to be a part of a program that is motivating in every
aspect of our academic career.
I'm more focus on my studies for there are grants waiting for me. Also it a fun sport to me also.
I feel confident when talking about my subject because I mastered it making me a confident
student that motivates me to keep going because I believe that I could achieve my goal in
obtaining my degree.
TIME MANAGEMENT
I can achieve any career as long as I stay focused.
I made friend and learned about internship. I was received advices from Dr. Spieler and Erik. I'm
more confident to run the workshop
i have been a part of 2 REUs.
The Mesa center has always been helpful. I have always enjoyed having a support team and
Mesa, all the members and staff is my support. I would not be as successful without Mesa!
I have become more confident on the choices and decisions i have been making. As well as
being motivated by other students to do things that will help me in the future.
Before I joined MESA, I was a bit confused on what to do, what classes I should enroll in, and
whether or not I really wanted to be a Biology major. After joining MESA, it is more clear of what
I want to do. I know what classes to enroll into because of the counselors. I am sure I want to be
a Biology major because of one of the MESA hour. Overall, MESA has made me confident in
where and what I am supposed to do at Rio Hondo and because of that, I am motivated to see it
through.
Being part of Mesa has encouraged me to do my absolute best in all my classes. The AEW's
really helped and helped me become a more confident student in my classes because I know
that I am very fortunate to have Mesa's services.
Chem and trig was the first classes where I had to change my strategy. I had to put more effort,
memorize more subjects, and most important, learn how to work in groups. This now gave me
more confidence to expect changes to survive my next classes.
The mesa center provides quiet study rooms that I can stay in for most of the day which allows
me to get all my work done before heading home.

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





I am a much more confident and motivated student now due to the confident and motivated
people I am surrounded by. This includes the students in my workshops, which were classmates,
and the staff in MESA.
I feel that even though i hardly ever went to AEW's, MESA still helped me gain confidence in my
study habits and techniques. The few times i have been there, i have been helped a lot by the
coordinators of the program.
I haven't been in any main math or science courses to have participated in Mesa as much as
others. I've improved my study skills and that increases my confidence when facing rigorous
courses that require a lot of study time. I am no longer intimated by the work load.
I am more confident in my abilities as a student, which I credit to guest speakers coming and
explaining their struggles, and also through taking several of these courses, you realize that they
are not hard, but require lots of time!
With the skills I have gained through leadership, MESA focus hours and other activities I have
become a better student.
I am more of a motivated student because I now have an educational plan to guide me and
motivate me . The thought of transferring as soon as I complete my prerequisite courses is in
itself motivating. My confidence fluctuates, sometimes I am highly sure that I want to continue
with the sciences but on the other hand there are numerous times where I doubt my potential.
I'm more confident And motivated because I now know how to work the college system for my
benefit and for my career goals. I learned how to stay motivated during the semester, so I can
be the best in the class and stand out, which will lead to more success in the future because I
will earn Letters of recommendations and gain the information more thoroughly.
The reason that i have become a better overall, more motivated, confident student is because I
am seeing what it takes to get to where i want to be. It does not seem so distant anymore and I
see that if i work harder and smarter i will accomplish my goals. My study skills have improved
and that helps me feel more confident about knowing the material.
Final Comments
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thanks for having a place like mesa, the last two semester would have dragged without it.
You are all an inspiration and a source of support for many. I hope your program stays up and
running for a long time. Thank you for all your support!!!! Go Roadrunners! The solo study
rooms should be quiet. When i have tried to study in them i hear people being really loud and
had to leave the mesa center to study elsewhere
Can't wait for the coming semesters!
A pleasure to be in MESA and it has helped me with the struggles that I've been through this
year.
well i suggest AEW's for students in physics 150/160
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Keep up the good work!!!!!!! I am so proud to be in MESA =)
None
I give credit to most of my success to the AEW's.
I love MESA and its staff!
I love Mesa!!!!
I am so glad I was introduced to the MESA program. I appreciate all it has done for me, and I
don't know where I would be at this point if it wasn't for MESA.
YOU GUYS SERIOUSLY NEED TO IMPROVE THE AEWs. THEY USUALLY ARE NOT VERY HELPFUL.
JUST GIVING OUT A WORKSHEET SHOULD NOT BE THE WAY TO HELP OUT A STUDENT. SO MUCH
FOR BEING A FACILITATOR... SEEMS LIKE THEY COULD CARE LESS.
I love you guys and want to keep giving to guys cookies.
MESA is awesome
The facilitators should try to engage in group work, rather than individualized work, that way,
everyone can learn from each other.
Mesa has given me the confidence to continue at a transfer school by allowing me to know
about internships and sponsoring me for conferences. At UCLA I will be well prepared, having
been in multiple labs, and looking for a new one, and as a member of the sacnas chapter at
UCLA.
Without MESA I may have given up on myself. I know that MESA has played such a huge role in
my success, it is scary to think where I would be without that support. Exposure to my field
through tours, REU presentations, and special events like the SACNAS Conference has help me
confirm my goals as a student and introduce me to aspects of my education and career I may
have never considered. Get these students off campus where they can meet the real world. I
wish someone had taken me to Boeing in Jr. High so I would not have wasted so much time
chasing some else's dreams. I had no idea that becoming a scientist was ever a grisly feasible
option. I will take my education and cherish it forever. Thank you MESA. Ps. When I first started
at Rio in 2004 I was an Art Major. Now, I'm surveying grad schools for physics.
INSTITUTIONAL RESEARCH AND PLANNING
MESA/SSS STUDENT COURSE PERFORMANCE: SPRING 2013
Table 1) Course Retention, Success, & GPA: MESA/SSS Students
compared to Non-MESA/SSS Students
Course
Group
Students
Retention
Success
GPA
BIOL201
Not MESA/SSS
MESA/SSS
10
15
90%
93%
90%
93%
3.67
3.64
CHEM120
Not MESA/SSS
MESA/SSS
64
25
91%
96%
66%
80%
2.26
2.75
CHEM130
Not MESA/SSS
MESA/SSS
30
21
53%
95%
43%
76%
2.13
2.15
CHEM131
Not MESA/SSS
MESA/SSS
17
21
88%
100%
41%
57%
1.20
2.00
CHEM131L
Not MESA/SSS
MESA/SSS
12
18
92%
100%
83%
94%
2.82
3.00
CHEM231
Not MESA/SSS
MESA/SSS
*
10
*
100%
*
90%
*
3.10
MATH180
Not MESA/SSS
MESA/SSS
59
20
69%
100%
53%
70%
2.32
2.15
MATH190
Not MESA/SSS
MESA/SSS
56
17
84%
82%
55%
65%
2.06
2.21
MATH191
Not MESA/SSS
MESA/SSS
45
17
93%
100%
84%
94%
2.83
2.76
MATH250
Not MESA/SSS
MESA/SSS
22
18
82%
94%
59%
56%
2.17
1.94
MATH270
Not MESA/SSS
MESA/SSS
19
13
84%
100%
68%
85%
2.69
3.00
PHY211
Not MESA/SSS
MESA/SSS
*
21
*
95%
*
95%
*
2.85
PHY212
Not MESA/SSS
MESA/SSS
29
14
90%
93%
86%
86%
2.62
2.38
PHY213
Not MESA/SSS
MESA/SSS
*
16
*
100%
*
100%
*
3.06
Total
Not MESA/SSS
MESA/SSS
385
246
83%
96%
65%
80%
2.39
2.62
INSTITUTIONAL RESEARCH AND PLANNING
*Results are not reported because there are fewer than 10 students in this
category.
Table 2) Retention, Success, & GPA by Subject: MESA/SSS Students
compared to Non-MESA/SSS Students
Subject
Group
Students
Retention
Success
GPA
BIOL
Not MESA/SSS
MESA/SSS
10
15
90%
93%
90%
93%
3.67
3.64
CHEM
Not MESA/SSS
MESA/SSS
132
95
83%
98%
61%
78%
2.23
2.53
MATH
Not MESA/SSS
MESA/SSS
201
85
82%
95%
63%
73%
2.40
2.38
PHY
Not MESA/SSS
MESA/SSS
42
51
88%
96%
81%
94%
2.51
2.80
Total
Not MESA/SSS
MESA/SSS
385
246
83%
96%
65%
80%
2.39
2.62
Background to Tables 3 to 5
The MESA Center regularly offers Academic Excellence Workshops (AEWs) for key STEM courses. These
sessions are intended to assist students in learning course material, developing effective study habits,
and providing academic support for each other. Tables 3 through 5 address the relationship between
AEW attendance and course success. The hypothesis is that students who attend many AEWs should be
more successful than those who attend few AEWs, who should be more successful than those who
attend no AEWs. Because the numbers of students Above the Median or Below the Median for any
specific course was usually below 10, results in these tables are report at the subject level.
Table 3) Success Rates for Chemistry Courses by Level of
AEW Attendance
AEW Attendance
Success Rate
# of Students
None
54.8%
126
Below Median
80.0%
25
Above Median
77.8%
27
Total
61.8%
178
NOTE: Spring 2013 enrollments in CHEM 120, CHEM 130, and
CHEM 131. Below or Above Median refers to the median number
of AEWs attended for the individual course.
INSTITUTIONAL RESEARCH AND PLANNING
Table 4) Success Rates for Mathematics Courses by Level of
AEW Attendance
AEW Attendance
Success Rate
# of Students
None
62.9%
280
Below Median
66.7%
42
Above Median
87.0%
46
Total
66.3%
368
NOTE: Spring 2013 enrollments in MATH 175, MATH 180, MATH
190, MATH 191, and MATH 270. Below or Above Median refers to
the median number of AEWs attended for the individual course.
Table 5) Success Rates for Physics Courses by Level of AEW
Attendance
AEW Attendance
Success Rate
# of Students
None
77.5%
40
Below Median
100.0%
15
Above Median
100.0%
15
Total
87.1%
70
NOTE: Spring 2013 enrollments in PHYS 211 and PHYS 212. Below
or Above Median refers to the median number of AEWs attended
for the individual course.
Background to Tables 6 to 7
The MESA Center has identified 17 courses as “STEM Major-Preparation Courses” (BIOL200, BIOL201,
CHEM120, CHEM130, CHEM131, CHEM131L, CHEM230, CHEM231, MATH180, MATH190, MATH191,
MATH250, MATH260, MATH270, PHY211, PHY212, and PHY213). A small proportion of students take
more than one of these courses in any semester. Tables 6 and 7 address the question of whether
students receiving MESA services pass more courses than non-MESA students when taking more than
one STEM major-prep courses in a single semester.
Table 6) Pass Rates for Students taking Two STEM
Major-Prep Courses: MESA/SSS Students compared to
Non-MESA/SSS Students
MESA/SSS
Non-MESA/SSS
Classes Passed
Count Percent Count Percent
Zero
2
4%
8
15%
INSTITUTIONAL RESEARCH AND PLANNING
One
Two
Total
3
44
53
6%
83%
100%
11
33
52
21%
63%
100%
Table 7) Pass Rates for Students taking Three or More
STEM Major-Prep Courses: MESA/SSS Students
compared to Non-MESA/SSS Students
MESA/SSS
Non-MESA/SSS
Classes Passed
Count Percent Count Percent
Zero
1
4%
1
10%
3
Some (not All)
5
18%
30%
22
7
All
79%
70%
Total
28
100%
11
100%
NOTE: Students in this table took three to five STEM majorprep courses during the Spring 2013 semester.
Prepared by James Sass on July 15, 2013.
Data Sources:
Banner/Cognos (course enrollment and final grades)
MESA Center (MESA/SSS student roster and AEW attendance)