Progress Made Towards Goals
Over the last year as part of the integration process, the Student Equity Goals have been connected to the goals outlined in our College’s EMP and the goals that are set by our District. The percentage point gap methodology was used exclusively for the analysis of disproportionate impact. Percentage point gap measurements were calculated by subtracting the all student average success rate (%) from the success rate (%) of a disaggregated subgroup in the same outcome. According to this methodology, a ‘-3 percentage point gap or greater’ is evidence of a disproportionate impact. The goal is to eliminate
1) Increase the number of students eligible for college level math and English courses; MSS 1, 3, 4. This goal helps to address students’ access to the college and curriculum and to increase our BSI course completion rates which were part of our original SEP.
With regard to the BSI course completion rates, our overall completion rates have increased steadily since 2013. 2014 is the first year that Equity interventions were started at our college. Yuba College began imbedded bilingual tutoring in our ESL computer class, providing ESL Grammar tutors, increased tutoring hours, and the sharing of best practices among our BSI faculty.
| Student Success Rates, BSI Courses | |||
| 2013 | 2014 | 2015 | 2016 |
| 51.5% | 53.2% | 57.8% | 59.1% |
The access rated to the college itself as compared with the community we serve has also seen progress in some areas. The most significant gains came in serving students with a documented disability. We went from serving this group of students at a rate less than there community representation, to serving at a rate 3.76% higher. We attribute this to better outreach of DSPS services and an additional LD Specialist.
| Access | ||
| Population | 12-15 Average Point Gap | 16-17 Average Point Gap |
| Asian | 1.42% | 3.96% |
| Hispanic | 2.48% | 6.25% |
| Female | 10.14% | 11.03% |
| Male | -10.29% | -11.45% |
| 19 or Less | 12.33% | 26.14% |
| 25 to 29 | 5.27% | 6.87% |
| 30-34 | -0.61% | 1.62% |
| 40+ | -37.74% | -32.34% |
| Students with a documented disability | -9.34% | 3.76% |
| Veterans | -7.85% | -5.78% |
2) Increase the number of students persisting term to term; MSS 2, 3, 5. This goal helps to address degree and certificate completion and transfer as well as student retention, which were part of our original SEP, as students who are successful in their classes tend to continue with their education.
Starting with the Basic Skill classes, Yuba College saw gains in many of our populations. There were four groups that actually lost ground; American Indian/Alaskan Native, White non-Hispanic, males, and 25-29 year olds. All of the other groups saw some gains. The African-American students went fom -12.20% to -8.72% average and the 20-24-year-old also made progress going from -5.16% to -3.23%. Both groups are still below the college average, but are making gains. Our foster youth also saw significant gains, however at this time we are not sure if that is because we are meeting their needs better or if we are simply tracking them better.
Based on narrative feedback from students, having an embedded tutor and/or mentor in their classes helped. They liked having a person other than the teacher they could ask questions of. This was especially true for our Hispanic and Asian students, many said in their responses ‘that asking a teacher questions is hard because they don’t want the teacher to know they don’t understand.’
| Fall 2016
Basic Skills |
||
| Population | 14-15 Retention Point Gap | 16-17 Retention Point Gap |
| African-American | -12.20% | -8.72% |
| American Indian/Alaskan Native | -0.92% | -5.86% |
| Asian | 5.91% | 6.55% |
| Hispanic | -0.38% | 3.26% |
| Pacific Islander | -30.23% | 14.14% |
| White/Non-Hispanic | -1.70% | -2.86% |
| Female | 2.18% | 1.56% |
| Male | 3.91% | -2.67% |
| Unknown Gender | -0.23% | 14.14% |
| 20 to 24 | -5.16% | -3.23% |
| 25 to 29 | 2.70% | -2.14% |
| 30 to 34 | -0.64% | 0.29% |
| 35 to 39 | -2.90% | 0.90% |
| 40+ | -1.25% | -0.91% |
| Foster Youth | -20.77% | 14.14% |
| Veteran | No data | 14.14% |
There were small gains made in retaining students in degree applicable classes. With growth numbers this small, Yuba College knows that there is more work that needs to be done in retaining students from term to term. This is something that we have struggles with for some time. The growth that was made in foster youth is partially due to better tracking of that group of students.
| Fall 2016
Degree Applicable |
||
| Population | 14-15 Retention Point Gap | 16-17 Retention Point Gap |
| Asian | 1.99% | 2.49% |
| Multi-Ethnicity | -0.94% | -1.60% |
| White/Non-Hispanic | 0.09% | 0.89% |
| Female | -0.43% | -0.21% |
| 19 or less | 1.87% | 2.44% |
| 25 to 29 | -1.37% | -0.05% |
| 30 to 34 | -0.27% | -0.14% |
| Foster Youth | -7.67% | -1.55% |
| Veterans | No data | 2.74% |
Credit course retention saw similar gains as retention and illustrates that there is work to be done. Yuba College has improved tracking our foster youth partially attributing to the gains in that student area.
| Fall 2016
Credit Courses |
||
| Population | 14-15 Retention Point Gap | 16-17 Retention Point Gap |
| Asian | 2.15% | 2.73% |
| Hispanic | -0.74% | -0.55% |
| Multi-Ethnicity | -0.78% | -2.26% |
| White/Non-Hispanic | 0.07% | 0.79% |
| Female | -0.23% | -0.06% |
| 19 or less | 1.93% | 2.27% |
| 25 to 29 | -1.05% | 0.06% |
| 30 to 34 | -0.33% | -0.08% |
| Foster Youth | -9.86% | 0.47% |
| Veteran | No data | 3.00% |
Academic support in vocational classes is something we have struggled with as a college. Students that are tutors in the College Success Center and in the Writing Language Development Center have to have taken the class they are tutoring in and passed English 1A respectively. Those are not your typical vocational ed student. Student Equity began supporting specific tutors in different vocational classes directly. Tutors were selected by the faculty member and if needed vetted through the outside accrediting agency. This tutoring model increased retention in our fire and police academies to 100% in the spring of 2017. And while those numbers are not included in the data below, visible evidence can be seen across many of the populations.
| Fall 2016
Vocational |
||
| Population | 14-15 Retention Point Gap | 16-17 Retention Point Gap |
| American Indian/Alaskan Native | -0.75% | 1.48% |
| Asian | 0.64% | 1.56% |
| Hispanic | -0.37% | 0.77% |
| Pacific Islander | 4.54% | 5.02% |
| Unknown | 0.62% | 2.57% |
| 19 or less | -0.57% | 0.72% |
| 20 to 24 | 0.53% | -0.17% |
| 25 to 29 | 0.36% | 0.99% |
| 30 to 34 | 1.86% | 0.61% |
| 40+ | -1.43% | -2.65% |
| Foster Youth | 1.39% | 5.80 |
| Veteran | No data | 3.86% |
Students taking transfer level courses saw gains in many of the different areas. The college increased the tutoring and drop-in tutoring offerings for higher level STEM courses and the tutoring offered at our Sutter County Center which serves a larger portion of concurrently enrolled students.
The other major initiative on campus that has greatly expanded between 2014 and 2016 is the colleges use of the Early Alert System. This is an intervention that was stated through the BSI program as a small-scale pilot focusing only on BSI classes. It was expanded after the first semester to include Athletes, EOPS and MESA students. Since then, the program is open to all classes and instructors and has been taken over by SSSP and the counseling department. Faculty are asked to provide information on students they have a concern with during the second, fifth, ninth and twelfth weeks of class. Students are then called by mentors and if needed appointments are set up with a counselor. While not fully embraced by all faculty there has been considerable expansion across campus. This program could also account for some of the retention success in BSI, Degree Applicable, Vocational, and Credit Courses.
| Fall 2016
Transferable |
||
| Population | 14-15 Retention Point Gap | 16-17 Retention Point Gap |
| Asian | 1.78% | 2.15% |
| Multi-Ethnicity | 0.79% | -1.47% |
| Pacific Islander | 1.36% | 11.04% |
| White/Non-Hispanic | 0.19% | 0.76% |
| Female | -0.51 | -0.02% |
| 19 or Less | 2.18% | 2.99% |
|
-2.60% | -0.56% |
| 30 to 34 | -0.71% | -0.50% |
| 35 to 39 | -1.70% | -3.53% |
| Foster Youth | -5.96% | -2.05% |
| Veteran | No data | 2.59% |
3) Increase the rate and number of students completing courses, degrees and certificates; MSS 2, 4, 6, 8. This goal helps to address ESL and Basic Skills Completion and Degree and Certificate Completion which were part of our original SEP.
There was an increase in the success rates for students that remained in classes. In the charts below, the success gap for different target populations is identified. The information in pink represents gaps that are more than 3 percentage points below the college average. What is noticeable across all five target areas is that gains are being made, even for the populations that are still below the college average.
In looking at Basic Skills, we saw major increase is Student Success in American Indian/Alaskan Native Pacific Islander, and again in foster youth. There was also growth in our African American students, but work still needs to be done in order to close the gap.
While it cannot attribute to all of the growth, the use of embedded tutors throughout BSI classes has been an asset to the students and is something that both faculty and students are asking for more of.
| Fall 2016
Basic Skills |
||
| Population | 14-15 Success Point Gap | 16-17 Success Point Gap |
| African-American | -23.05% | -16.26% |
| American Indian/Alaskan Native | -6.74 | 0.88 |
| Asian | 10.05% | 13.29% |
| Hispanic | 0.34% | -0.09% |
| Pacific Islander | -5.02% | 7.55% |
| White/Non-Hispanic | -1.85% | -2.60% |
| Female | 3.25% | 4.12% |
| Male | -7.05% | |
| Unknown Gender | 4.98% | 40.88% |
| 20 to 24 | -4.47% | -1.75% |
| 25 to 29 | 6.26% | 10.65% |
| 30 to 34% | 5.19% | 2.96% |
| 35 to 39 | 3.70% | 17.35% |
| 40+ | -4.06% | 1.10% |
| Foster Youth | -22.59% | 7.55% |
| Veteran | No data | 20.88% |
Degree Applicable, Course Credit and Transferable Courses all say similar gains in student success. These classes also have had an increase on embedded tutors and tutoring support throughout campus. We have increased the tutoring sessions that are offered at the Sutter County Center and also the hour of operations at the main campus in Marysville in order to accommodate more of our evening students. For our STEM classes, we are also offering thirty hours of drop in tutoring a week in our Hard Math Café. This service has also been expanded to offering 4 hours of math tutoring a week directly in our Veterans Resource Center. We recognize that there are a number of populations that are still below the college average in a number of different areas, so we have begun serving them and tracking them better.
| Fall 2016
Degree Applicable |
||
| Population | 14-15 Success Point Gap | 16-17 Success Point Gap |
| Asian | 4.56% | 6.87% |
| Multi-Ethnicity | -4.85% | -3.74% |
| White/Non-Hispanic | 1.63% | 2.64% |
| Female | 0.69% | 1.08% |
| 19 or less | 0.07% | 0.13% |
| 25 to 29 | 0.99% | 1.94% |
| 30 to 34 | 3.12% | 3.80% |
| Foster Youth | -23.85% | -11.01% |
| Veteran | No data | -1.72% |
| Fall 2016
Credit Courses |
||
| Population | 14-15 Success Point Gap | 16-17 Success Point Gap |
| Asian | 4.80% | 7.31% |
| Hispanic | -2.29% | -2.83% |
| Multi-Ethnicity | -4.32% | -3.90% |
| White/Non-Hispanic | 1.46% | 2.54% |
| Female | 0.78% | 1.23% |
| 19 or less | -0.03% | -0.42% |
| 25 to 29 | 1.46% | 2.56% |
| 30 to 34 | 3.22% | 3.56% |
| Foster Youth | -24.73% | -8.69% |
| Veteran | No data | -0.70% |
| Fall 2016
Transferable |
||
| Population | 14-15 Success Point Gap | 16-17 Success Point Gap |
| Asian | 4.08% | 6.46% |
| Multi-Ethnicity | -4.51% | -4.25% |
| Pacific Islander | 5.56% | 10.26% |
| White/Non-Hispanic | 1.31% | 2.21% |
| Female | 0.60% | 1.50% |
| 19 or less | 1.32% | 1.32% |
| 25 to 29 | -0.68% | 0.32% |
| 30 to 34 | 2.01% | 3.31% |
| 35 to 39 | 2.04 | -1.27% |
| Foster Youth | -22.82% | -11.43% |
| Veteran | No data | -3.25% |
Success in vocational classes is above the college average in almost every group with the exception of students 19 and under and foster youth. These two populations are very different than many students in vocational classes. Based on class surveys, these groups of students tend to be taking vocational classes for the purpose of career exploration
| Fall 2016
Vocational |
||
| Population | 14-15 Success Point Gap | 16-17 Success Point Gap |
| American Indian/Alaskan Native | -2.18% | 3.07% |
| Asian | 2.75% | 6.21% |
| Hispanic | -2.45% | 0.24% |
| Pacific Islander | 13.66% | 12.79% |
| Unknown | 3.60% | 4.48% |
| 19 or less | -5.93% | -4.04% |
| 20 to 24 | -0.47% | 0.74% |
| 25 to 29 | 1.76% | 1.94% |
| 30 to 34 | 0.06% | 2.95% |
| 40+ | 1.34% | 0.18% |
| Foster Youth | -21.22% | -10.65% |
| Veteran | No data | -0.56% |
4) Increase the rate and number of students transferring to a 4-year university; MSS 7. The sole focus of this goal is transferring students to a 4-year university which were part of our original SEP.
Tracking of our transfer students by demographics is something Yuba College is still working on. We do know the number of students that are attending different schools throughout California and beyond. The majority of our students that do transfer have always attended a CSU. Transfer resources for students where limited prior to SSSP and SE funding. Thus, in 2014-2015 a noticeable decline in the number of students transferring to a CSU was noted, nevertheless those numbers have held steady. Through SSSP, Yuba College has added a Counselor specializing in transfers to increase transfer workshops on such topics as transfer basics, California State University application, university of California application, and UC personal statement. Though the college will not be able to assess the disproportionate ratio decrease until the fall 2018 term once the application and admittance data has been released by each transfer institution, the Transfer Center has increased transfer workshops this fall 2017. The Transfer Counselor is coordinating with Special Programs and EOP&S to provide field trips to UC and CSU. We plan to monitor transfer interventions and track data in the next two years to see goal progress.
| Student Transfer Rates | ||||
| 2012-13 | 2013-14 | 2014-15 | 2015-16 | |
| CSUS | 85 | 123 | 102 | 100 |
| Other CSU | 115 | 144 | 144 | 146 |
| UC | 23 | 32 | 27 | 31 |
| Total | 223 | 299 | 273 | 277 |
5) Create and environment supportive of professional learning. This goal will focus on the professional development needs of staff, faculty, and administration of Yuba College.
Yuba College has developed a Student Equity Program to work directly with students of DI populations, develop funding opportunities for faculty projects, and provide professional development opportunities around equitable practices and cultural awareness for faculty and staff.
Expenditures represent the following:
- Personnel:
- Conferences