Success for All:
Student Equity and the New
Student Success and Support
Program
Strengthening Student Success Conference
October 9, 2013
Student Equity Plan Update
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Background
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Origins and purpose of CCC student equity planning
Recommendations
Requirements
Resources
Student Equity Background
2002 — BOG adopted recommendations of Task Force
on Equity and Diversity for title 5 regulations requiring
colleges to develop Student Equity Plan
2003 — Chancellor's Office provided guidelines to
colleges for development of the plan
2005 — Chancellor's Office asked colleges to
update/complete Student Equity plan
Student Equity Background
2008-09 to 2012-13 economic downturn resulted in:
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State budget cuts
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Suspension of many regulatory requirements
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Categorical program flexibility
2011— Student Success Task Force established
2012— Student Success Act of 2012 (SB1456) and
reaffirmation of student equity
2013—Student Equity Workgroup convened
Workgroup Recommendations
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Integrate Student Equity planning into college and
district wide planning efforts:
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Accreditation
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Educational master planning
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Program review
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Student Success & Support Prog. Plan
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Basic skills Plan
Adopt a holistic approach to planning, budgeting,
and delivery of services to support equity in
student access and success
Planning Timelines
College Education Master Plan
Tied to Accreditation cycle, each three-six years, may be updated annually
Student Success and Support Program Plan
Every 3 years, updated annually
Student Equity Planning
Every 3-5 years
Basic Skills Initiative Plan
Every year, submitted each October
(plan template/instructions released in April)
Score Card*
Education
Master
Plan/Program
Review
Student
Equity
Basic Skills
Initiative
Student Success
& Support
Program
*As a starting point for discussion of institutional outcomes & equity
Workgroup Recommendations
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Short Term
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Update the plan and template
Align with SSSP Plan
Medium to Longer Term
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Align with institution-wide planning
Update Title V
SB 1456 & Student Equity
EC 78216(b)(4): Links funding to the new Scorecard
EC 78216(c)(7): Delineates plan requirements &
link to student equity:
“Coordination with college student equity plans to
ensure that the college has identified strategies to
monitor and address equity issues and mitigate any
disproportionate impacts on student access and
achievement.”
SB 1456 & Student Equity
EC 78216(c)(2): Delineates plan requirements
regarding college efforts to implement
interventions for at-risk students:
“A description of the college’s process to identify
students at risk for academic or progress
probation and the college’s plan for
interventions or services to students.”
EC 76300:
BOG Fee Waiver Conditions
“It is the intent of the Legislature that minimum academic and
progress standards …be implemented only as campuses develop
and implement the student support services and interventions
necessary to ensure no disproportionate impact to students
based on ethnicity, gender, disability, or socioeconomic status.”
“It is the intent of the Legislature to ensure that a student shall
not lose fee waiver eligibility without a community college
campus first demonstrating a reasonable effort to provide a
student with adequate notification and assistance in maintaining
his or her fee waiver eligibility.”
Student Equity Requirements
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Coordinate development of SSS Program Plan (SB 1456) with
the Student Equity Plan
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Establish a Student Equity Planning Committee
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Identify strategies to address/monitor equity
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Mitigate disproportionate impact on students
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Coordinate interventions and services for students at risk of
academic progress or probation (Title 5, Section 55100)
Student Equity Requirements
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Student Equity Plan Timeline:
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Planning timeframe of 3-5 years
Annual update
Initial Plan Due October 17, 2014
Student Equity Requirements
Success Indicators
Access:
Percentage of each pop. group enrolled compared group’s representation in
adult population within community served – Census data; locally available data
Course Completion:
Ratio of number of credit courses that students by pop. group complete
compared to number of courses in which students in that group are enrolled on
the census day of term - DataMart
ESL and Basic Skills Completion:
Ratio of number of students by pop. 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 - DataMart; Scorecard;
Basic Skills Tracker
Student Equity Requirements
Success Indicators (continued)
Degree and Certificate Completion:
Ratio of number of students by pop. group who receive a degree or certificate to
number of students in that group with same informed education goal as
documented in student ed. plan – DataMart; Scorecard
Transfer:
Ratio of number of students by pop. group who complete a min. of 12
units and have attempted a transfer level course in math or English, to
number in that group who transfer after one or more (up to six) years –
DataMart; Scorecard
Student Success and Support Services:
The effect of mandatory participation of new students in SSSP services and
enrollment priority on indicators A-E above, as well as the loss of Board of
Governors (BOG) fee waiver of new students.
Student Equity Planning Resources
Guidelines for Measuring Disproportionate Impact (DI) in Equity Plans
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Simple Definition of DI:
“A condition in which some students’ access to key courses, resources,
and supports and ultimately their academic success may be hampered by
inequitable practices, policies and approaches.”
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To assess equity, analyses should use one or more of the following
disaggregated subgroups:
• Gender
• Ethnicity
• Age
• Disability Status
• Economically Disadvantaged
Student Equity Planning Resources
Guidelines for Measuring Disproportionate Impact in Equity Plans
Two methodologies:
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Proportionality:
Compares the percentage of a disaggregated subgroup in an initial
cohort to its own percentage in the resultant outcome group
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80-Percent Rule:
Compares the percentage of each disaggregated subgroup
attaining an outcome to the percentage attained by a reference
subgroup
Student Equity Planning Resources
A Guide to Assessing & Mitigating Disproportionate Impact in Student Success and
Support Programs – Developed by the Research and Planning Group for CCC (RP
Group)
The guide has been developed to:
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Help colleges better understand concept of DI as it relates to SSSP
components and the need to examine relevant data related to
these services
Provide colleges with the tools that will help them conduct DI
impact students
Present strategies that have the potential to mitigate DI
Guide’s Focus
Examines disproportionate impact in following
SSSP components:
 Admissions
 Assessment and Placement
 Orientation
 Counseling and Advising (education planning)
 Follow-up (evaluation of student progress)
 Prerequisites
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Assessing for Disproportionate Impact
Sample Research Questions:
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Do male and female students access counseling
services in different proportions relative to their
representation on the campus?
Are younger students more likely to complete
orientation?
If a student is older (26 years or older), is s/he more
likely to assess into basic skills level math?
Is race/ethnicity associated with lower success rates
in prerequisites in certain fields of study?
Guiding Questions
● Where is disproportionate impact an issue?
● What strategies and approaches have colleges
successfully implemented to mitigate it?
● What data can be accessed to explore the
issue?
● What relevant analyses can be conducted to
monitor changes in disproportionate impact?
● How can colleges use this information for
action planning and improvement?
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Guide Outline
For each SSSP component, we provide:
• Context related to the component and DI
• Where to access available data
• How to conduct DI analyses
• Guidelines for data analysis (80% rule)
• Sample data tables
• Highlighted areas for analysis
• Possible additional research questions to consider
• Promising strategies and approaches to mitigate DI
• Questions to guide action planning for improvement
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Relevant Analyses: 80% Rule
Target population
of students
(by gender,
ethnicity, age,
disability, etc.)
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Percentage of
students within
each group that
achieved
prerequisite skill
level
Majority or
reference group
and use that
group’s
percentage as
the benchmark
Percentage for
other student
groups by that of
the majority or
reference group
(ratio)
Highlight any
group with a
ratio of less than
0.80 or 80%
Promising Strategies & Approaches
Service
Strategies & Approaches
Admissions
No late registration
Assessment
High school transcript data
Orientation
Student success courses
Counseling/Advising
Online degree audit
Follow-up
Mandatory counseling/success
course
Prerequisites
Accelerated pathways
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Action Planning: Questions for
Consideration
• How are you monitoring disproportionate impact?
• Who is or needs to be involved in this effort?
• How often should available data be examined to note
progress or a need for additional changes?
• Which groups of students are likely to be affected and/or
targeted?
• What kind of training or professional development is
needed?
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Q&A
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Student Equity Planning Resources
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Academic Senate for California Community Colleges:
http://asccc.org (includes papers related to equity and basic skills)
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California Community Colleges Chancellor’s Office:
http://scorecard.cccco.edu
http://datamart.cccco.edu Includes basic skills, retention/success rate, etc.
http://extranet.cccco.edu/Divisions/StudentServices/Matriculation/Resources.aspx
Includes the Disproportionate Impact Guide developed by the RP Group
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Disproportionate Impact Webinar: Coming soon!
Thank you.