Apples and Equity
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Hartnell College Student Equity Plan
2015-17
Antonio Alarcon
Dr. Romero Jalomo
Kathy Mendelsohn
November 17, 2015
GROWING LEADERS
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Engagement.
Achievement.
www.hartnell.edu
GROWING
LEADERS
Opportunity.
Engagement.
Achievement.
www.hartnell.edu
2015-16: Revision of the SEP
• Each college is submitting a revised SEP
• The new template is more structured
• Focus on creating scalable and measurable programs
and services that close the equity gap
• Removes barriers
• Increases and maximizes momentum points
GROWING LEADERS Opportunity. Engagement. Achievement. www.hartnell.edu
Student Equity Guidelines
To integrate Student Equity planning into college and district
wide planning efforts:
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Accreditation
Educational master planning
Program review
SSSP Program Plan
Basic Skills Plan
To adopt a holistic approach to planning, budgeting, and delivery
of services to support equity in student access and student
success
To promote campus-wide awareness and delivery of equity
through best-practices and data-driven programs and services
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The SSSP and SEP Steering Committee
• The SSSP and SEP Steering Committee is composed of the
Chairs of the SSSP and SEP workgroups, the Vice
President of Student Affairs, the Dean of Institutional
Planning and Effectiveness, the Director of HSI Initiatives,
and the Director of Student Academic Support
• The Steering Committee supports the development and
implementation of the plans and helps to leverage resources
to ensure completion by the required deadline
• The group collaborates to ensure consistencies among
plans and to remove duplicated activities and expenditures
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SEP Work Group Membership
Members and contributors range across campus
dependencies, including:
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•
•
•
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Students
Faculty
Staff
Administration
Community Members
*the membership list will be submitted as a part of the
revised SEP
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SEP Work Group Charge
•
Responsible for planning, developing, implementing,
and monitoring the Student Equity Plan
•
Includes an appropriate mix of administrators, faculty,
classified staff, students, and community members
•
Includes participants who represent campus
constituencies such as Financial Aid, Foster Youth,
Veteran’s, Disabled Student Services, and participants
from other campus planning efforts, such as the SSSP
and BSI Action Plans
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Template Components Include
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•
•
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Executive Summary
Campus-based Research on target groups and
success indicators
Planning Committee Membership
Goals, Activities, and Outcomes
 Completion Date
 Parties Responsible
Summary Budget
Summary Evaluation Plan
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Success Indicators
To develop the Student Equity Plan, five success
indicators were employed to assess student
disproportionate impact:
A. Access
B. Course Completion
C. ESL and Basic Skills Completion
D. Degree and Certificate Completion
E. Transfer
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Defining the Subgroups
Student equity research involves analysis of one or
more student groups using disaggregated data based
on:
• Gender
• Ethnicity
• Disability Status
• Low Income/Economically disadvantaged
• Foster Youth
• Veterans
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Access
Goal: Improve access for the following target populations
identified in the college research as experiencing a
disproportionate impact:
• Males, Veterans, Whites, and Latinos
Activities: Develop a targeted marketing and outreach
plan, create a data collection system that helps to identify
target populations, and build systems that simplify
enrollment
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Access
Outcomes:
Target Population(s)
Example Group
White
Males
Veterans
Latinos
Current gap, year
-6, 2014
-15, 2015
-3, 2015
-3, 2015
-3, 2015
Goal*
No gap
Gap no > -8
No gap
No gap
No gap
GROWING LEADERS Opportunity. Engagement. Achievement. www.hartnell.edu
Goal Year
2020
2020
2020
2020
2020
Course Completion
Goal: Improve course completion for the following target
populations identified in the college research as
experiencing a disproportionate impact:
• Foster Youth, Native Americans, Latinos, and African
Americans
Activities: Develop Student Academic Support Services
(SASS), increase peer mentoring opportunities, and create
opportunities for learning culturally responsive pedagogies
for faculty
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Course Completion
Outcomes:
Target Population(s)
Example Group
Foster youth
American Indian / Alaska Native
Native Hawaiian or other Pacific Islander
Current gap, year
-14, 2014
-14, 2015
-11, 2015
-10, 2015
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Goal*
Gap no > -6
Gap no > -7
Gap no > -5
Gap no > -5
Goal Year
2020
2020
2020
2020
ESL and Basic Skills Completion
Goal: improve ESL and basic skills completion for the
following target populations identified in the college
research as experiencing a disproportionate impact:
• African Americans, Native Americans, and males in
Math; Native Americans, students with disabilities, and
males in English; Latinos and males in ESL
Activities: Increase academic support through SASS with
increase computer lab, tutoring, supplemental instruction,
and embedded counseling, expand Early Alert, and
increase professional development for faculty and staff
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ESL and Basic Skills Completion
Outcomes:
Target Population(s)
Example Group
American Indian / Alaska Native
Black or African American
White
Current gap, year
-7, 2014
-9, 2015
-8, 2015
-5, 2015
Goal*
No gap
Gap no > -4
Gap no > -4
Gap no > -2
Target Population(s)
Example Group
Native Hawaiian or other Pacific Islander
American Indian / Alaska Native
Individuals with disabilities
Black or African American
Males
Current gap, year
-7, 2014
-16, 2015
-12, 2015
-12, 2015
-5, 2015
-3, 2015
Goal*
No gap
Gap no > -8
Gap no > -6
Gap no > -6
Gap no > -2
No gap
Target Population(s)
Example Group
Unknown
Males
Hispanic or Latino
Current gap, year
-7, 2014
-16, 2015
-7, 2015
-1, 2015
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Goal*
No gap
Gap no > -8
Gap no > -3
No gap
Goal Year
2020
2020
2020
2020
Goal Year
2020
2020
2020
2020
2020
2020
Goal Year
2020
2020
2020
2020
Degree and Certificate Completion
Goal: to improve degree and certificate completion for the
following target populations identified in the college
research as experiencing a disproportionate impact:
• Native Americans, African Americans, students with
disabilities, and males
Activities: Research and develop systems that remove
barriers and increase momentum points for students,
expand the mentoring program to be more of an
expectation than an option
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Degree and Certificate Completion
Outcomes:
Target Population(s)
Example Group
American Indian / Alaska Native
Black or African American
Individuals with disabilities
Current gap, year
-4, 2014
-20, 2015
-8, 2015
-7, 2015
Goal*
No gap
Gap no > -10
Gap no > -4
Gap no > -3
GROWING LEADERS Opportunity. Engagement. Achievement. www.hartnell.edu
Goal Year
2020
2020
2020
2020
Transfer
Goal: Improve transfer for the following target populations
identified in the college research as experiencing a
disproportionate impact:
• Native Americans, students with disabilities, and low
income students
Activities: Increase the culture of a transfer institution by
fostering relationships with universities, professionals, and
through mentors, enhance student success through the
SASS, and build on successful programs such as the Math
Academy
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Transfer
Outcomes:
Target Population(s)
Example Group
Individuals with disabilities
American Indian / Alaska Natives
Females
Low-income students
Unknown
Current gap, year
-4, 2014
-13, 2015
-12, 2015
-1, 2015
-1, 2015
-1, 2015
GROWING LEADERS Opportunity. Engagement. Achievement. www.hartnell.edu
Goal*
No gap
Gap no > -6
Gap no > -6
No gap
No gap
No gap
Goal Year
2020
2020
2020
2020
2020
2020
SEP Funding in 2015-16
Hartnell College was awarded $906,423 from the Chancellor’s
Office in 2015-16 to undertake activities to support student
equity.
Additional funding sources identified to augment student
equity activities include:
• Basic Skills Initiative (BSI) funding
• SSSP funding (for “crosswalk” activities)
• Title III, Part F, HSI STEM and Articulation Program, US
Department of Education
• Title V, Part A, Developing Hispanic-Serving Institutions
Program, US Department of Education
• Hartnell College General Fund
• Hartnell College Foundation
• ASHC
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Student Equity Plan 2015-16
Questions?
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