Equity for All

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Equity for All

• Institutional Responsibility for Student Success
  Project

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Equity for All Team
Dr. Marion Y. Winters Team Leader Andrew
LaManque Principal Researcher Jennifer Myhre
Faculty, Social Science Gregory Anderson
Director of Student Success Center Hassan
Bourgoub Faculty, Mathematics Lydia Hearn
President, Academic Senate Toni Forsyth
Faculty, Language Arts Kevin Glapion Counseling
Faculty, Disabled Student Services Shirley
Kawazoe Transfer Center Coordinator Duane Kubo
Dean of International/ Intercultural
Studies Letty Wong Faculty, ESL Cynthia Dowling
Administrative Assistant, Office of
Diversity Alicia Dowd Research Associate,
Center for Urban Education, USC Edlyn Pena
Research Assistant, Center for Urban Education,
USC
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What is the Equity for All Project?

• It is a joint project with USC sponsored by USCs
  Center for Urban Education, The Lumina Foundation
  for Education and The Chancellors Office for
  California Community Colleges.
• Equity for All seeks to close the equity gap in
  post secondary educational outcomes, particularly
  among students of color.
• De Anza College is one of ten (10) colleges
  participating in this project.

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Goals and Background

• Equity for All focuses on defining the problem
  through an indepth examination of institutional
  data disaggregated by ethnicity.
• The philosophy suggests that campus members,
  at all levels of responsibility and influence,
  have the potential to become agents of equitable
  educational outcomes.
• See Appendix A of the Equity for All Report.

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Indicators of Institutional Success Adapted from
the Equity Scorecard

• Student Access access to courses, programs and
  paths to transfer and/or degrees/certificates.
• Success students successful completion of
  important courses in Math and English, and
  successful obtainment of a degree or transfer to
  a four institution.
• Persistence continued attendance from one term
  to the next or from one year to the next year.
• Excellence higher level academic
  accomplishments such as enrollment in science,
  technology, engineering, or mathematics courses,
  and transfer to selective institutions.
• Note The measures selected are by no means
  exhaustive, but together they begin to paint a
  picture of educational success by ethnicity and
  highlight where there are achievement gaps.
• See Appendix C in the Equity for All Report
  for USCs Equity Scorecard measures.

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Selected Indicators for De Anza College

• This first stage focuses on the indicators of
• student access and student success.
• In subsequent phases, the Team will ask
• that the campus address questions relating to
• student persistence and excellence

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College-wide Course Success Rates by Ethnicity
- last 5 years

• Course success number of students receiving an
  A,B,C, or Pass grade divided by total number of
  students receiving a grade.
• Asian and White student success rates continue to
  be above all other ethnic groups.

Fig. 8
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Course Sequence Persistence

• Figures 10 and 11 track the progress of cohorts
  of students in English writing (EWRT) and
  mathematics (MATH) through a sequence of courses
  over 16 quarters.
• These charts examine the percent of students who
  attempt and complete their first course and
  subsequent courses in a particular basic skill
  sequence or pathway.
• These figures examine only one possible path in
  each area, the sequence with the largest number
  of students.

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Math Course Success Rates by Ethnicity
Fig.10
Note Ethnic Groups of less than 25 are not
graphed.
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EWRT Course Success Rates by Ethnicity
Fig.11
Note Ethnic Groups of less than 25 are not
graphed.
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UC Transfers by Ethnicity

• Figure 13 shows transfers to the University of
  California on a cross-sectional basis.
• For 2004-05, more than 50 (318 students) of the
  transfers were Asian/Pacific Islanders/or
  Filipino
• Less than 6 (36 students) were Hispanic.

Fig. 13
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Transfer Goal vs. Transfer Outcome

• 19 of Asian and 13 of White students
  transferred within three years compared to only
  9 of Latino and African American students.

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Improvement Targets

• For each Equity for All indicator, the goal is to
  close the achievement gap to no more than a five
  percentage point difference between each ethnic
  group.
• This goal matches the objectives delineated in
  the colleges Educational Master Plan and the
  Campus Equity Plan.

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Questions for Discussion by the Campus Community

• Why does the percentage of students transferring
  to the University of California vary among ethnic
  groups?
• Why is the participation in transfer level
  English and Mathematics courses for some ethnic
  groups, especially Latinos, less than might be
  expected based on their representation in the
  overall De Anza student population?
• Why are there differences in course success rates
  among ethnic groups in basic skills English and
  Mathematics courses?

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For each question suggested for discussion, the
campus is asked to examine the following

• What are the factors that contribute to these
  phenomena?
• What can we do about this as an institution?