Presentation to the Joint IPBT/SSPBT
November 22, 2011
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Budget cuts and reduced resources will limit
our ability to serve all students in the same
way
We need to be strategic about who we serve
and how we serve them
We need to redesign service interventions to
meet the needs of our “core students”
We need to design services based on data and
student demand
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We identified students as core groups1, 2, 3
based on:
◦ Strategic plan of the college
◦ Our primary mission as a community college;
serving students seeking:
 Transfer
 Basic Skills
 Career Technical Education
◦ Students targeted through our outreach; domestic,
international
Core Group 1
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Strategic Planning Targeted Populations: Latino/a, African Ancestry,
Filipino/a, Pacific Islander
High need for Basic Skills (no other choice of college available)
AA and/or Transfer Goals
H S grads/GED from feeder high schools
H S grads/GED from Santa Clara County communities with low college-going
rates
Non HS grads from Santa Clara County
First in family to attend college
Low-income students (no other choice of college available)
Students enrolled full-time
Students who are committed to De Anza start to finish (matriculated)
Students within their first 120 quarter-equivalent units
International students recruited by FHDA ISP
Core Groups 2 and 3
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Selected certificate takers (good chance for gainful
employment)
Non high school graduates from outside Santa Clara County
Students with 120+ qtr-equivalent units but within 36 units
of AA/AS/transfer
Students outside Santa Clara County
Single course takers
Bachelor degree holders
Etc,…
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We looked at data of incoming freshmen,
summer & fall 2011
3,775 unduplicated first-time student were
enrolled
1,652 students met criteria of students
identified as core group 1
We further analyzed student characteristics in
the core group 1
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72%
51%
35%
82%
58%
65%
28%
62%
were African American, Latino, Filipino
male
awarded Pell (financial aid)
with AA/AS/Transfer goals
placed into pre-collegiate EWRT/READ
placed into pre-collegiate math
enrolled in pre-collegiate courses in fall
reside in the city of San Jose
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Biological Sciences
Business Administration
Registered Nurse
Undecided
Law Enforcement
Medical Assisting
Child Development
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Assessment
◦ Contacted core students (via email) who hadn’t
taken assessment, provided incentive to come in
and test
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Financial Aid
◦ Contacted core students (via email) who hadn’t
completed or started their financial aid application
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Others…
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Counseling
◦ Interventions for this cohort are still in the works.
Counseling 200: Orientation to College is a summer
class highly recommended for all incoming students
and will serve as the vehicle to develop a counseling
cohort model
◦ Counseling Faculty will become the assigned
counselors to provide the follow up, counseling,
and academic progress checks to counsel and
provide feedback to students in these Counseling
200 cohorts
We need to redesign policies and tools to successfully
move students through the pathways to completion:
Step 1
placement tests, fin aid app, admissions app, Getting
Started Orientation, Welcome Week participation
Step 2
registration in Counseling 200, full ed plan,
math/or/English, GE
Step 3
major selection/validation, completed math/English GE
Step 4
major classes enrolled, TAG, petition for graduation/cert,
apply to 4-yr
Step 5
transfer, graduate, employment
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Share core student data and findings with
Instruction
Closer alignment of strategies to serve our
core students
Consider core student data and demand in
institutional decision-making
Continually improve services, review student
success data, and revise strategies for serving
students effectively