STUDENT EQUITY PLAN
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The 2015-2018 Student Equity Plan (SEP) is part of an ongoing institutional effort, underway at the Compton College, to improve proportional student academic outcomes and to more carefully and formally assess and evaluate student equity planning. Compton College recognizes that equity planning and assessment, as well as expansion of its data collection to further examine the academic needs of an increasingly diverse student population, is critical to the achievement of student equity and the fostering of academic excellence for all students across all educational programs. This Plan was written as a campus-wide effort, along with contributions from the Committee, and will seek approval by the Special Trustee of the Compton Community College District on January, 2016 in compliance with Title 5 guidelines in Section 54220. By addressing the needs of those student groups that have been historically underserved, the Compton College's SEP will also serve to provide basic skills completion, degree and certificate completion, career and technical education and transfer opportunities for all our students. The SEP will help us provide the necessary tools to ensure that all of our students have the same opportunity to achieve their academic and career goals. |
Student Equity Plan
Student_Equity_Plan_2015-2018 |
TARGET GROUPS
The student success data collected, disaggregated and analyzed by ethnicity, gender, disability, foster youth and veteran status, and low income economic standing steered the Compton College's Student Equity Plan. The primary group identified across all categories in the research were African American students, particularly males, who are disproportionately impacted in all four success indicators. Students with an identified disability, foster youth, Latino students and Pacific Islander students are identified as impacted in three of the five indicators. The other impacted student groups are addressed as shown in the table below.
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Success Measure |
Target Student Group |
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Access |
Males, Veterans |
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Course Completion |
African Americans, Pacific Islander, Foster Youth, Disabled |
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Basic Skills Completion/ESL |
Pacific Islander, African-American. Native American/Alaska Native, Identified Disability |
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Degree and Certificate Completion |
African-American. Latino |
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Transfer |
All Compton College Students |
GOALS
From the collected data, a work plan is created with an overarching goal to increase rates of success in each area (or close the gap) for each underserved group within four years. Below is a list of each individual goal broken down by Success Indicator:
- Access
Increase the enrollment of males and veterans by improving the proportionality index by 5% by fall 2020.
- Course Completion
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.
- ESL and Basic Skills Completion
Increase basic skills pathway completion by 5 % within 5 years for African American, Pacific Islander, and identified students with disabilities.
- Degree and Certificate Completion
Increase degree and certificate completion by 5% within five years for Latino and African American students.
- Transfer
Increase transfer rates by 5% within five years for all student populations at the Compton College with special emphasis on students with identified disabilities.
Each goal has activities associated with it that includes an implementation plan, target dates for completion, and evaluation.
ACTIVITIES
The Student Equity Plan Committee explored existing programs and services that served these groups as well as those activities that are currently under development through the Student Success and Support Programs (SSSP) and Basic Skills Initiative (BSI) to determine the interventions to be launched for the new plan that addresses equity gaps identified through our research. The SEP Committee also reviewed SEP funding proposals, identified projects and services that are not in place and could serve to assist our targeted groups. The SEP activities vary widely, here is a sample of some those activities the SEP Committee supported to fund:
- Create additional learning communities for faculty/tutor collaboration
- Develop early intervention strategies by providing success coaches to improve course completion and success
- Develop support resources for students identified through Early Alert by providing tutorial workshops to address student deficiencies
- Increase number of discipline tutors to improve success and retention
- Implement embedded class tutoring in courses that traditional have low success rates
- Redesign in-class tutoring program for developmental writing courses to improve success and retention
- Implement a Bridge English Program to accelerate pathways to transfer level courses
- Implement Math Academies to accelerate pathways to transfer level courses
- Create peer mentor programs to improve student engagement
- Offer additional university application workshops to increase the number of transfer
- Establish partnerships with local community groups including Veterans’ groups.
- Create speaker's series conference geared to recruit high school males and foster youth
- Fund a book loan program to increase completion and success rates.
- Develop Math diagnostic tests for each Math course that would provide professional development opportunities for faculty to discover strategies to address student deficiencies.
The activities listed will improve and introduce new services aimed at closing equity gaps at our campus. These SEP activities represent a seamless strategy that aligns with SEP, SSSP and BSI and with other college plans. The idea is for the campus to foster collaborative planning and efforts which would eliminate working in departmental silos.
CONTACT
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Bailey Smith |
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Elizabeth Martinez |