Santiago Canyon College recognizes the importance of equity and the college is committed to ensuring tenets of equity are paramount to the development and integration of all campus-wide plans, procedures, and policies. The college established a Student Equity Committee and was part of the participatory governance structure. In 2015, this Student Equity Committee and the Student Success Committee merged to provide a more seamless and collaborative effort between the Student Equity and Student Success and Support Program, and the BSI Work Group, creating the Student Success and Equity Committee (SS&EC).

With support from the SS&EC, campus researchers identified disproportionate impact within the state-mandated target populations as validated the findings with data collected and analyzed by our Office of Institutional Effectiveness.  This data was then used in the development of strategies that address the gaps found under the five success indicators.

In the Fall of 2016, with guidance from the California Community Colleges Chancellor's Office (CCCCO), the program leaders for SCC's multiple success initiatives (SSSP, SSSP Noncredit, BSI, BSIT, ABG Block Grant, Strong Workforce, and Student Equity) met to develop a plan to integrate our initiatives based on common goals shared by the programs. In the Spring of 2017, with a formal template provided, the program leaders of the four programs identified by the CCCCO (SSSP, SSSP Noncredit, BSI, and Student Equity) met to begin the development of a plan that would integrate the goals, activities, and programs of the four initiatives.

With the Integrated Plan serving as the overarching document that guides our planning and development, SCC is committed to ensuring that we continue to prioritize and utilize the tenets of equity to support those students that have been identified as being disproportionately impacted throughout this integrated plan and in all college-wide plans and policies.

 TARGET POPULATIONS

Santiago Canyon College aligned its research on disproportionate impact with those students identified in the student equity legislation. Using both the "80% Rule" and the "percentage gap index as the base metric, multiple groups were found to achieve success at significantly lower rates than those who are in the highest performing groups. As a result, goals and activities were created to address the gaps for the following student groups:

It should be noted that while disproportionate impact could not be measured for specific student groups (i.e. Students who are African American, Native American/Alaskan, foster youth, and veterans), because their numbers were too small under a few success indicators. SCC acknowledges these students' place within the state legislation, and will continue to monitor and provide services to ensure their success in all areas identified.

 GOALS

In the Fall of 2015, the research team identified disproportionate impact, and goals were established to serve as a benchmark for success. Progress and completion of the goals and activities of the Integrated Plan will be evaluated in multiple ways. A plan-specific assessment will be conducted annually and a broader college-wide evaluation will be done periodically after Integrated Plan becomes infused into the college-wide planning processes (Department Planning Portfolio, Program Review and the Educational Master Plan).

Access

SCC will maintain a commitment to increasing access for students identified in the equity plan through strategic and continuous planning and evaluation.

Course Completion

SCC will increase the course completion rates among students identified in the equity plan and continue to monitor and address disparities identified among these students.

ESL and Basic Skills Completion

SCC will develop and implement educational strategies that increase student success in ACE (ESL) and basic skills courses in Math, English and Reading for students identified in the student equity plan.

Degree and Certificate Completion

SCC will increase degree and certificate completion rates in underrepresented student groups to achieve an equitable balance of degree and certificate attainment across all targeted student equity groups.

Transfer

SCC will increase transfers to 4-year institutions among targeted equity groups.

ACTIVITIES 2015-2017

Santiago Canyon College has developed activities using an array of currently implemented programs, as well as by identifying areas where new support services, professional development, and curriculum enhancement may be needed in order to address the disproportionate impacts that the data revealed.  The following activities are noted for each indicator: 

ACCESS (A)

Progress:

Fourteen (14) activities were developed to focus on increasing enrollment of disproportionately impacted student groups from our service area. The main focus of support for this success indicator has been in the Outreach Department. Through the use of equity funds, SCC hired a 19 hour outreach specialist whose focus is to connect with groups identified in the equity plan. An allocation was provided for marketing materials, and marketed the college in Spanish language and Vietnamese language newspapers. SCC is also working towards expanding on a high school to college bridge program in order to ease the transition into college life.

In 2014, SCC began studying disproportionate impact among students identified in the equity legislation. In addition to comparing our campus population to the service area population, our Office of Institutional Effectiveness looked at where first-time students were placing, to get a better picture of who was coming to the college.

In 2014 and 2015, we found that African-American (-9.2%) , Latino(-12.3%), those students that marked Other (-16.4%), students with identified disabilities (-12.0%), and low-income (-13.5%) students were not as successful as other groups when placing into transfer level English. By 2017, we saw improvement in the Other group (-14.7%) and Latinos (-12.1%), but the achievement gap between African American (-10.6%), students with identified disabilities (-27.6%), and low-income (-19.3%) students and the highest performing group increased.

In 2014 and 2015, we found that African-American (-8.5%), Latino (-6.1%), students with identified disabilities (-14.2%), and low-income (-13.7%) students, were not as successful as other groups when placing into transfer level Math. By 2017, we saw a noticeable improvement among Latinos (-3.9%), and a smaller but notable improvement among African American students (-7.9%) and low-income students (8.4%). The achievement gap between students with identified disabilities (-21.2%) and the highest performing group increased.

In 2014 and 2015, we found that Latino (-5.0%) students, students with identified disabilities (-15.9%), and low-income (-11.5%) students were not as successful as other groups when placing into transfer level Reading. By 2017, the achievement gap between Latino (-6.1%) students, students with identified disabilities (-21.8%) and the highest performing group increased. Low-income students (-10.4) showed some improvement.

It should be noted that some student populations showed disproportionate impact, but sample size was too small to be considered valid. For example, Foster Youth and Veterans did show disproportionate impact, and will continue to be supported as outlined in the equity legislation.

List of Activities and Funding:

COURSE COMPLETION (B)

Progress:

Eight (8) activities were developed to focus on increasing course completion of disproportionately impacted student groups. The priority of this area has been to eliminate any monetary barriers that might be impeding the student's success. Through the use of equity funds, SCC purchased 106 laptops/surface pros for student use. This will enable students to complete class work, complete research, and stay up-to-date with information in regards to enrollment, financial aid, as well as class work (blackboard). Student Equity is also working with the Disabled Students Programs and Services to ensure faculty and staff understand the diversity and  unique nesses that students with disabilities bring to campus. There is also a large focus on professional development in SCC's equity plan. This will increase faculty and staff awareness of strategies and promising practices for serving disproportionately impacted students.

In 2014 and 2015, we found that African-American (-5.6%) , Pacific Islander(-8.6%), students with identified disabilities (-5.3%), foster youth (11.7%) and low-income (-5.1%) students were not as successful as other groups in completing courses at SCC. By 2017, we saw improvement among Pacific Islander (1.4%) and students with identified disabilities (-2.8%).  The achievement gap between African American (-8.0 %), foster youth (-16.8%), and low-income (-7.5%) students and the highest performing group increased.

List of Activities and Funding:

ESL AND BASIC SKILLS COMPLETION (C)

Progress:

Nine (9) activities were developed to focus on increasing ESL and BSI course completion of disproportionately impacted student groups. One of the main activities in this area is an online tutoring component for students that is free and accessible to all students in ESL and BSI classes. Students are able to access assistance 24 hours a day, 7 days a week. This will assure that students who need support will have access to it. Progress is being made towards removing barriers in placement testing by using multiple measures to assess students competency in English and math. Promising practices of acceleration and learning communities are removing barriers that may impede student success.

In 2014 and 2015, we found that African-American (-17.8%), Asian (-15.2%), and Male (8.9%) students were not as successful as other groups in completing developmental English courses. By 2017, we saw improvement in African American (-7.1%) and Asian (1.2%), and Male (-2.2%) students.

In 2014 and 2015, we found that African-American (-7.1%) students were not as successful as other groups in completing developmental Math courses. By 2017, we saw improvement in African American (-2.7%), but students who marked Other (-7.8%) and low-income students (-5.9), who showed success in previous years were now showing disproportionate impact.

In 2014 and 2015, we did not find disproportionate impact among students completing developmental reading courses, but by 2017, White students (-5.9), who showed success in previous years were now showing disproportionate impact.

List of Activities and Funding:

DEGREE AND CERTIFICATE COMPLETION (D)

Progress:

Six (6) activities were developed to focus on increasing certificate and degree completion of disproportionately impacted student groups. Priority has been given to counseling, advising, and coaching of students in order to ensure students are taking the appropriate courses and also utilizing successful strategies in the classroom that will make them more likely to complete a certificate or degree.

In 2014 and 2015, we found that Latino (-5.6%), students with identified disabilities (-5.7%), and low-income (-9.4%) students were not as successful as other groups in completing certificates and degrees. By 2017, we saw improvement in Latino (-2.6%), students with identified disabilities (1.6%), and low-income (-2.8) students but African American students (-5.3%), who showed success in previous years, were now showing disproportionate impact.

List of Activities and Funding:

TRANSFER (E)

Progress:

Six (6) activities were developed to focus on increasing transfer of disproportionately impacted student groups. By expanding offerings including campus trips, and overnight stays, we hope to provide students with an experience that will alleviate anxiety and show them that they also belong in these spaces. SCC also supports the Transfer Success Center by providing them with marketing, printing and other resources to increase visibility and their ability to "in-reach" to students.

In 2014 and 2015, we found that Latino (-6.5%), students with identified disabilities (-13.7%), foster youth (20.9%) low-income (-12.8%), and veteran (-6.9%) students were not as successful as other groups in transferring to universities. By 2017, we saw improvement for Latino (-5.9), students with identified disabilities (-7.6%), foster youth (14.1%) and low-income (-3.1%) students but the gap between students who transfer at higher rates and veterans (-7.8%) increased.

List of Activities and Funding:

  OTHER COLLEGE- OR DISTRICT-WIDE INITIATIVES AFFECTING SEVERAL INDICATORS

 NEW ACTIVITIES: 2017-19

ACCESS (A)

 Course Completion (B)

 ESL / Basic Skills Completion (C)

 Degree and Certificate Completion (D)

Transfer (E)

 Other College- or District-wide Initiatives Affecting Several Indicators (F)

 CONTACT INFORMATION

Joseph Alonzo                                     alonzo_joseph@sccollege.edu                                    (714) 628-5040

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