The Chaffey College
Success Centers
Laura Hope – Interim Dean,
Instructional Support
Cindy Walker– Instructional Specialist,
Language Success Center
The Former Model
Difficulties of the former Basic Skills organization:
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Separation from disciplines
Self-assessment
Confusing numbering systems
Duplicated curriculum
Classified staffing and leadership
Limited budgets and poor facilities
Divisive campus culture
Basic Skills Success Rates
Success Rates
65
63
61
59
57
55
53
51
49
1997-98
Success Rates
1998-99
1999-00
1997-1998
1998-1999
1999-2000
57.2%
56.2%
54.9%
“Access Doesn’t Mean Success”
 98% of students assessed are underprepared in
either math, reading, or writing
 71% are deficient in all 3 categories
 31% are first generation college students
 21% have been out of school 5 or more years
 Over 80% declare transfer as their goal
The Conditions for Change
 PFE funds for initiative
 Moral imperative to improve
 External visiting team report indicating
challenges
 Campus climate
 Board Mandate
Success Center Philosophy
 Academic support should mimic the
classroom
 Academic support shouldn’t be stigmatized
 All learning is developmental
 The classroom instructor is an integral
partner to effective academic support
Success Center Paradigm
 All Centers are staffed by faculty—Instructional
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Specialists
All Centers are staffed with paraprofessional tutors
and peer tutors
All Centers support all students at every level and
faculty from any discipline
All Centers are District-supported
All Centers are connected to their respective
disciplines and report to an instructional dean rather
than student services
Creation of Success Centers
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Instructional programs
District-supported
Central locations
Faculty leadership (7 Instructional
Specialists)
Multiple levels of support
Serve all students and faculty
Student-centered learning community
Chaffey College’s 8 Success Centers
Rancho Cucamonga Campus:
Writing Center
Math Center
Language Success Center
Multidisciplinary/Reading Success Center
Chino Campus:
Reading/Writing Center
Chino Multidisciplinary Success Center
Chino Institute for Women:
CIW Success Center
Fontana Campus:
Fontana Multidisciplinary Success Center
The Success Center Population
Students in the following disciplines are
required to participate in Center activities:
English, reading, modern languages, some
math classes, some ESL classes, some
guidance classes (60%)
All other students may use any service in the
Centers on a voluntary basis (30%)
50% access at least one Center every term
35% access two or more every term
Success Center Curriculum
 Directed Learning Activity
 Study Group
 Workshop
 Tutoring
 Lab Resources
Cultural Integration
Foundation
Courses
Success
Centers
Occupational
Courses
Transfer
Courses
Percent Gain in Success Rate for those who
Accessed the Success Center by Academic Year
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
17%
13%
10%
9%
8%
20022003
20032004
20042005
20052006
20062007
Success Rates in “Basic Skills” Courses
Pre- and Post-Transformation
65
Success Rates
63
61
59
57
55
53
51
49
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Percent of Transfer Students Who Completed at
Least One Pre-Collegiate Skill Level Course
Percent of Transfer Students
25
20
15
10
5
0
1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
Transfer Rate
19981999
19992000
20002001
20012002
20022003
20032004
20042005
20052006
20062007
20072008
6.4%
10.0%
11.3%
12.6%
14.0%
15.2%
17.8%
20.7%
22.6%
23.4%
Impact of DLA on Writing Success
100
92.07
90
60
71.17
70
71.78
80
50
39.19
40
30
20
10
0
DLA
Did not access
Success
Retention
Impact of Workshops on Language
Success
96.72
100
70
71.17
80
84.60
90
60
50
39.19
40
30
20
10
0
Workshop
Did not access
Success
Retention