EXECUTIVE SUMMARY
About Fresno City College
Established in 1910, Fresno City College (FCC) is the first community college in California and the second in the nation. FCC is one of three colleges in the State Center Community College District
(SCCCD), the others being Reedley College and Clovis Community College. FCC strives to be a premier learning community whose students, graduates, and staff will be among the best prepared citizens to meet the challenges of an increasingly complex environment. FCC is located in the center of Fresno and in the heart of the San Joaquin Valley, which is one of the most racial and ethnically diverse regions in the State. The college community service area faces challenges of unemployment, endemic poverty, and low levels of educational attainment. These demographic characteristics underline the importance of Fresno City College as a viable pathway to better lives for those who attend.
Introduction
At FCC, every student is valued. The mission of FCC is to “provide quality, innovative educational programs and support services directed toward the enhancement of student success, lifelong learning and the economic, social, and cultural development of our students and region.”
In order to promote success for all students, the SCCCD Board of Trustees is required by the
California State Legislature to adopt a Student Equity Plan for each college in the district. The purpose of Student Equity is to close achievement gaps in access and success in underrepresented student groups, as identified in the FCC Student Equity Plan. Accordingly, the purpose of the FCC Student Equity Plan is to ensure that the college has identified strategies to monitor and address equity issues and attempt to mitigate any disproportionate impacts on student access and achievement, as identified in the following success indicators: Access, Course
Completion, ESL (EMLS) 2 and Basic Skills Completion, Degree and Certificate Completion and
Transfer (Board of Governors, 2001).
The FCC Student Equity Plan focuses on increasing access, course completion, EMLS and basic skills completion, degrees, certificates and transfer for all students as measured by success indicators linked to the California Community Colleges Student Success Scorecard, and other measures developed in consultation with the FCC Institutional Research, Assessment, and
Planning Office.
2 FCC has recently changed to the use of English for Multi-Language Speakers (EMLS) when referencing student populations previously referred to as ESL.
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Campus-Based Research
The five success indicators are used to identify and measure areas for which various population groups may be impacted by issues of equal opportunity and disproportionate impact. The
California Community Colleges Chancellor’s Office (CCCCO) provides three allowable methods for calculating student equity gaps (disproportionate impact): 1) proportionality methodology,
2) 80% rule methodology, and 3) percentage point gap methodology.
Careful consideration was used in choosing the methodology to assist us in defining and measuring disproportionate impact. The CCCCO encourages the use of percentage point gap methodology. The Percentage Point Gap methodology was developed by the Center for Urban
Education (CUE) at the University of Southern California (USC) for calculating and displaying the results of research that better lends itself to equity-minded goal setting. Equity-minded goal setting is synonymous with (Bensimon 2007) creating activities that are responsive to making student inequality concrete and solvable. According to Bensimon (2007), “equity-minded individuals reflect on their own and their colleagues’ role in and responsibility for student success.” After consulting with the FCC Institutional Research, Assessment, and Planning Office who reviewed the three methodologies, the percentage point gap methodology was selected as an approach to calculate disproportionate impact.
Targeted Student Groups and Goals
The following table lists the top three gaps for each of the indicators, but not necessarily the top number of students affected. The table also indicates the goal and expected year that the goal will be achieved. Consequently, the student equity committee will continue to monitor the gaps and the number of students affected to better prioritize activities based on their effectiveness and appropriateness.
Indicator
Access
Course Completion
Basic Skills – EMLS
Basic Skills – English
Target Groups
White
Male
DSPS
Foster Youth
African American
First Generation College Students
DSPS
White
Male
Foster Youth
African American
DSPS
Current Gap Goal
-10.60% -8.60%
-5.60%
-5.60%
-20.60%
-11.60%
-4.20%
-16.10%
-7.30%
-2.20%
-15.10%
-9.70%
-7.10%
Year
2016
-3.60% 2020
-3.60% 2020
-18.60% 2016
-9.60% 2016
-0.20% 2016
-14.10% 2020
-5.30% 2020
-0.20% 2020
-13.10% 2020
-7.70% 2020
-5.10% 2020
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Indicator
Basic Skills – Math
Target Groups
Foster Youth
African American
DSPS
Degree/Certificate Completion DSPS
Current Gap Goal
-13.60%
-11.10%
-9.30%
-9.30%
-11.60%
-9.10%
-7.30%
No Gap
Year
2020
2020
2020
2020
Transfer
First Generation College Students
Veterans
DSPS
Hispanic
Low-Income
-3.70%
-3.60%
-7.20%
-4.90%
-2.30%
No Gap 2020
No Gap 2020
No Gap 2020
No Gap 2020
No Gap 2020
Targeted Student Groups and Activities
The following table summarizes targeted student groups and activity type as identified in the
Goals and Activities sections for each indicator. Specific details for the goals and activities are outlined in the corresponding indicator sections of the document. The student equity committee will continue to monitor the gaps and the number of students affected to better prioritize activities based on their effectiveness and appropriateness.
Indicator
Access Gender:
Target Groups
Male
Ethnicity:
American Indian/Alaska Native
Hispanic
White
Special Groups:
First Generation College Students
DSPS
Veterans
Activity Types
Outreach
Student Services or other Categorical Program
Research and Evaluation
Course Completion Ethnicity: Student Equity Coordination/Planning
American Indian/Alaska Native Student Services or other Categorical Program
Black or African American
Hispanic
Curriculum/Course Development or Adaptation
Research and Evaluation
Professional Development Special Groups:
Foster Youth
First Generation College Students
EMLS & Basic Skills Gender:
Males
Outreach
Student Equity Coordination/Planning
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Indicator Target Groups
Ethnicity:
American Indian/Alaska Native
Black or African American
Hispanic
Southeast Asian
White
Special Groups:
Foster Youth
DSPS
Low Income
Degree & Certificate Gender:
Males
Ethnicity:
Black or African American
Hispanic
Special Groups:
Foster Youth
DSPS
Low Income
Veterans
Transfer Gender:
Females
Ethnicity:
Black or African American
Hispanic
Southeast Asian
Special Groups:
Foster Youth
DSPS
Low Income
Veterans
First Generation College Students
Activity Types
Instructional Support Activities
Student Services or other Categorical Program
Curriculum/Course Development or Adaptation
Research and Evaluation
Professional Development
Outreach
Student Equity Coordination/Planning
Student Services or other Categorical Program
Research and Evaluation
Professional Development
Outreach
Student Equity Coordination/Planning
Instructional Support Activities
Student Services or other Categorical Program
Curriculum/Course Development or Adaptation
Direct Student Support
Research and Evaluation
Professional Development
Other Activities All Student Equity Coordination/Planning
Research and Evaluation
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Resources Budgeted
The Student Equity Plan funds have been allocated based on the disproportionate impact study in order to address identified equity gaps in each of the indicators following the funding guidelines provided by the CCCCO in August 2015. In addition to the activities supported by
Student Equity Plan funding, there are several ongoing institutional activities that address equity gaps in academic achievement for target group students that are supported by the general fund, grants such as Title V, SSSP, Foster Youth Grant, and other categorical funds.
Equity resources received as part of this plan, therefore, will be distributed throughout all areas contributing to increasing equity outcomes at FCC. Specific needs required to accomplish the goals and objectives detailed within the FCC Student Equity Plan were first identified. Next, financial resources required to accomplish the goals and objectives were projected.
To help facilitate this process, FCC has added the position of Student Equity Coordinator to oversee the implementation of the FCC Student Equity Plan (research, inquiry, intervention, and evaluation), chair the Student Equity Committee and serve as the contact for equity reporting purposes.
While this plan represents an estimation of how the college will distribute Equity resources, the
Student Equity Committee will continue to work through the spring 2016 semester to create a more nuanced, integrated, and comprehensive spending plan.
FCC stakeholders who are interested utilizing funding for equity related activities will complete funding requests in which detailed spending plans will be outlined and integration to other college plans will be clearly demonstrated.
Contact Person/Student Equity Coordinator
Mr. Ray Ramírez, M.A.
Student Equity Coordinator
Library and Student Learning Support Services
Fresno City College
1101 E. University Ave.
Fresno, CA 93741
(559) 442-8200 ext. 8779
(559) 499-6048 (fax)
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