Student Equity and Achievement Plan 2022-2025 Executive Summary
Cabrillo College Student Equity and Achievement Plan 2022-2025
Equity Plan Reflection and Development
The college’s Student Equity and Achievement (SEA) Planning Committee spent time reviewing findings from the USC Center for Urban Education (CUE) Report on SEA Plans at its October 2022 SEA Planning Retreat. The college president reviewed the major findings of the CUE study, including the fact that within the 2018 SEA Plans:
Only 1% mentioned delivery of culturally relevant pedagogy
Only 3% of planned activities mentioned capacity building or professional development focused on equity
87% of plan descriptions never mentioned the word race or a racial group – meaning that only 13% were race conscious
54% mentioned plan activities for “all students” – again indicating a failure to focus on disproportionate impacts
About 2/3 of plan activities did not involve instructional faculty
As we reviewed the previous SEA report, there were outcomes that specifically mentioned lessening the DI for specific racial groups. However, the activities that were planned and implemented did not directly align with serving and improving DI for those racial groups. For example, while some pilot peer coaches were hired, they were not embedded into courses that intentionally served the students belonging to the specified racial groups. Further, the Guided Pathways efforts did not always reference the SEA goals to specify their projects to remove barriers to achieve the equity goals set forth in the previous SEA plan. The college’s SEA retreat specifically called on individual staff, faculty, and managers to use race conscious language and frames of mind to discuss planning elements and strategies for the 2022-2025 SEA Plan. In addition, our upcoming guided pathways, strategic enrollment management, and Hispanic Serving Institution (HSI) work will align with the outcomes outlined in this current SEA plan, which specifically call out goals and activities for certain racial groups. In reviewing the previous plan and activities from 2019-2022, it is clear that an intentional program of professional development around equity was a success with our Student Equity Certificate Program, and the college intends to continue those efforts. Further alignment with guided pathways and the specific DI populations is needed to integrate the planned activities for 2022-2025 with the professional development opportunities so that the campus is well-informed and prepared to carry out the activities for 2022-2025 and is aware of the importance and overlap between Guided Pathways and equity. The hiring of the student equity peer coaches, which was outlined in the plan for 2019-2022 was also a success in its initial pilot; however, courses that the coaches were assigned to will be changed to incorporate more gateway courses and specific DI student populations will need to be assigned peer coaches more intentionally.
In looking at the previous plan and analyzing our Student Equity data for the college, we have decided on the following DI groups to address in the 2022-2025 SEA plan:
Outcomes and Action Steps
After selecting the DI groups on which to focus our 2022-2025 plan, the college developed the following target outcomes to attain equity, along with their corresponding activities and action steps.
Successful Enrollment: Black or African American
3-year outcome: We will increase this rate from 21% to 58% or by 37 percentage points representing 14 additional students based on 2021 baseline values.
Action Steps:
Academic Year 2022/2023: 1) recruit a permanent, full-time Academic Counseling faculty member to support Umoja and Athletics. 2) Develop an outreach and recruitment plan to increase the successful enrollment of Black or African American students. 3) Convene a group of campus and community stakeholders to develop a plan to celebrate and highlight Black or African American culture on campus via art, cultural events, and awareness activities. 4) Develop a plan of professional development for campus employees to ensure a broader understanding of the experiences of Black or African American students. 5) Continue to build the infrastructure of the Umoja program.
Academic Year 2023/2024: 1) Implement the outreach and recruitment plan to include tabling and visits to feeder high schools, focused invitations to events, family information nights, specialized advertising, Umoja community outreach, etc. 3) Create a mural celebrating Black or African American culture on campus. 4) Host at least 2 community and campus events to highlight the culture and experience of this racial group. 5) Hold at least 2 professional development trainings for all campus employees.
Academic Year 2024/2025: 1) Evaluate and refine outreach and recruitment efforts in an effort to achieve equity in the area of successful enrollment. 2) Institutionalize and continue the advisory/planning group of campus and community stakeholders who advise the campus on issues and concerns pertaining to this racial group, and plan and carry out annual cultural and community events on a permanent basis. 3) Repeat the CCEAL focus group activity from 2018, focusing on the experiences of Black or African American students.
Successful Enrollment: Asian [and AAPI]
3-year outcome: We will increase this rate from 16% to 61% or by 45 percentage points representing 31 additional students based on 2021 baseline values.
Action Steps:
Academic Year 2022/2023: 1) Develop an outreach and recruitment plan to engage Asian [and AAPI] students and their families and increase the successful enrollment of Asian [and AAPI] students. 2) Convene a group of campus and community stakeholders to develop a plan to celebrate and highlight Asian [and AAPI] culture on campus via art, cultural events, and awareness activities. 3) Develop a plan of professional development for campus employees to ensure a broader understanding of the experiences of Asian [and AAPI] students.
Academic Year 2023/2024: 1) Implement the outreach and recruitment plan to include tabling and visits to feeder high schools, focused invitations to events, family information nights, specialized advertising. 3) Create a mural or art installation celebrating a variety of Asian [and AAPI] cultures on campus. 4) Host at least 2 community and campus events to highlight the culture and experience of this racial group. 5) Hold at least 2 professional development trainings for all campus employees.
Academic Year 2024/2025: 1) Evaluate and refine outreach and recruitment efforts in an effort to achieve equity in the area of successful enrollment. 2) Institutionalize and continue the advisory/planning group of campus and community stakeholders who advise the campus on issues and concerns pertaining to this racial group, and plan and carry out annual cultural and community events on a permanent basis.
Completed Transfer-Level Math & English: Hispanic or Latino
3-year outcome: We will increase this rate from 14% to 17% or by 3 percentage points representing 26 additional students based on 2021 baseline values.
Action Steps:
Develop a plan to expand the peer coaching model with specific attention to course placement in English and Math and service of the specified racial groups.
Investigate Puente MAS (Math and Science) or similar program, to determine feasibility during Academic year 22/23
Pilot the embedded tutoring program for Math courses during Academic year 23/24
Develop a communication plan to transfer level English and Math instructors to encourage them to use the early support program and retention resources.
Support professional development on equity pedagogy and grading practices for English and Math faculty (including teachers of business and psychology statistics)
Support professional development for the Math department as they redesign their co-requisite support for statistics.
Academic Years 2023/2024 & 2024/2025: 1) Implement and institutionalize the peer coaching program: Hire and train a cadre of peer coaches to be embedded in transfer level English and Math courses 2) Evaluate the success of the peer coaching program using disaggregated data, and adapt as necessary. 3) Pilot an opt out scheduling model with a cohort group of students, to include contextualized English and Math.
Persistence: First Primary Term to Secondary Term: Black or African American
3-year outcome: We will increase this rate from 52% to 74% or by 22 percentage points representing 6 additional students based on 2019 baseline values.
Action Steps:
Academic Year 2022/2023: 1) recruit a permanent, full-time Academic Counseling faculty member to support Umoja and Athletics and reach out to all first year students. 2) Continue to build the infrastructure of the Umoja, specifically the financial resources and supports students that are available via this program. 3) Determine a method to disaggregate early academic support reports for focused interventions. 4) Develop a plan to offer professional development trainings on culturally responsive pedagogy and teaching, specifically for Black or African American students. 5) Develop a plan to expand the peer coaching model with specific attention to course placement and service of the specified racial groups.
Academic Years 2023/2024 & 2024/2025: 1) Evaluate the data gathered from counseling and care team retention efforts for first year students. 2) Adapt and alter processes, procedures, and supports based on data and experiences of students. 3) Continue to offer at least 1 professional learning opportunity for faculty each year. 4) Implement and institutionalize the peer coaching program: Hire and train a cadre of peer coaches, with two assigned to students in the Umoja program or club, and athletics. 5) Evaluate the success of the peer coaching program using disaggregated data, and adapt as necessary. 6) Repeat the CCEAL focus group activity from 2018, focusing on the experiences of Black or African American students.
Transfer: Hispanic or Latino
3-year outcome: Transfer volume for Hispanic students will not decline below the 2021-2022 baseline.
3-year outcome: We will increase this rate from 18% to 28% or by 10 percentage points representing 46 additional students based on 2017 baseline values.
Action Steps:
Develop transfer maps for the 5 popular majors to 3 local transfer institutions
Convene a taskforce to outline a process for mapping stackable pathways from CTE programs to transfer institutions with the goal of creating at least two published maps.
Hold at least 2 transfer focused financial aid workshops annually, in collaboration with transfer institutions
Incorporate transfer information from Transfer 101 in both Spanish and English into parent/family nights at local high schools, tabling events, and high school outreach activities
Form a taskforce with local transfer institutions to discuss increased priority admittance for Cabrillo students who wish to pursue majors for which there is a local workforce need
Expand the Transfer in the Classroom to continue to foster a wider transfer information network across both student services and instruction (ensuring 15 faculty are using this information systematically by the end of AY 2024-2025). Hold 3 transfer activities annually for both employees and students
Develop an inreach campaign in at least English and Spanish for transfer students, to provide a timeline for successful transfer
Hire support staff (student or peer coaches or faculty support) for the transfer office
Completion: Males
3-year outcome: We will increase this rate from 6% to 11% or by 5 percentage points representing 62 additional students based on 2017 baseline values.
Action Steps:
Use focus group and/or survey methods to hear about the educational experiences and challenges of male students.
Develop a professional mentorship program for students who identify as male.
Develop an institutionalized effort to outreach plan for students close to completion and/or who stop or drop out.
Completion: American Indian or Alaska Native
3-year outcome: We will increase this rate from 0% to 13% or by 13 percentage points representing 1 additional student based on 2018 baseline values.
Action Steps:
Develop an outreach strategy to identify and welcome students from this racial group to the college.
Develop a professional mentorship program. Ensure students from this racial group are connected to a mentor at the college.
Create at least 2 cultural awareness events annually, in an effort to educate campus and create a more welcoming environment.
Install art/artifacts that celebrate the cultures of Native American/Alaskan Native persons on campus.
Hold at least 2 professional development opportunities for employees to learn about students and best practices for serving students in this racial group.
Budget and Resources
The college’s current SEA budget is funding primarily personnel, including numerous counselors and classified staff who already do the onboarding and retention work needed to complete the goals outlined in this plan. As the goals in our SEA plan, HSI taskforce, Basic Needs program, and Strategic Enrollment all align, funding will be braided in order to carry out the listed activities. For the current and upcoming year, SEA carryover funds in the amount of $150,000 will be used to scale the peer coaching program. The college’s general fund will support the full-time Umoja and athletics counselor, and Title III grant funding will be used to support the potential Puente MaS program.
Project Contacts
Dr. Devin Walker
Project Lead
Dr. Matthew Wetstein
Chancellor/President
Terrence Willett
Alternate Project Lead
Anna Zagorska
Academic Senate President