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Compton College / Academic Programs / Student Equity Program / Activities and Impact

Equity - FUNDED ACTIVITIES AND IMPACT

El Camino Compton Center
Student Equity Activities 2016-2017

Goals A: Access

Activities 

Purpose 

Impact

Increase the enrollment of males and veterans by providing the proportionality index of 5% by fall 2020.

 Youth Empowerment Strategies for Success (YESS) Program Support 

Advising services for Foster Youth  

 

 

Goal B: Course Completion

 Activities

Purpose 

Impact

Increase course completion by 5% within five years for African Americans, Pacific Islander, and for students who have identified themselves as foster youth and disabled.

 APISA Student Support

 Build community and provide material support for Pacific Islander students

 

 EOPS/CARE Peer Mentors

Provide a peer connection to EOPS/CARE students to help them succeed in their classes and in the program 

 

F.I.S.T Program 

Build community and provide material support for students re-entering society after incarceration 

 

 

Goal C: ESL and Basic Skills Completion

Activities 

 Purpose

Impact

 Increase basic skills pathway completion by 5% within 5 years for African American. Pacific Islander, and identified students with disabilities.

Embedded Tutoring

In-class tutoring for Basic Skills Math 

In Fall 2015, Math 12 courses with Embedded Tutors were made up of 40% African American students.  Having an in-class tutor made a difference in terms of course persistence:

Embedded Tutor Course Persistence Rate: 51%

Persistence Rate for Courses with No Embedded Tutor: 42%

English Supplemental Learning Associates

In-class tutoring and workshops for Basic Skills English 

 

Just in Time Workshops

Faculty-facilitated workshops for Basic Skills Math topics identified as areas in need of review by Math Diagnostic 

In Spring 2016 these workshops made a big impact on students' success:
  • students who attended 3 or more of the workshops had a success rate of 87%, compared to a 42% success rate in pre-college Math overall.
  • 15% of the students who attended 3 or more workshops were African-American.

(Math Academy)

Now a non-credit course; began as Student Equity project to help students review Math concepts and re-assess to appropriate course 

In the Summer 2016 Math Academy, 80% of Math Academy students re-assessed and placed in a Math class that was at least one level higher than their original placement. (Over 30% of Math Academy participants were African-American, directly addressing one of the impacted groups identified in the Center's Basic Skills course completion goal).

Math DLAs

Directed Learning Activities in Basic Skills Math 

 

Math Learning Teams

Faculty-led teams gathering best practices for Basic Skills Math 

 

SRC Instructional Assistance

Academic Support for students with disabilities 

 

 

Goal D: Degree and Certificate Completion

Activities 

Purpose 

Impact

Increase degree and certificate completion rates by 5% within five years for Latino and African American students

Promoting Completion in CTE 

Counseling support for students in career programs to encourage completion of certificates and degrees.

 

Promoting Completion in ECE

Administrative support for Early Childhood Education students to encourage completion of certificates, degrees, and transfer 

 

 

 Goal E: Transfer

 Activities

Purpose 

Impact

Increase transfer rates by 5% within five years of all student population at the Compton Center with special emphasis on students with identified disabilities

University Fairs

On-campus events with information on transfer and Financial Aid opportunities

 

University Tours

 College tours for HBCU, HSI, and Northern California campuses to encourage transfer

In Fall 2015, 96% of the 45 students on the HBCU Tour identified as African-American or Latino. 82% stated they were "very likely" to apply to one or more of the colleges visited.

 

 

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