Strategic Direction 1 - Goal 1.3

The College will increase retention and completion rates for CTE, Basic Skills, General Studies, and Transfer Studies

Total Rating 3.85

Goal 1.3.a - Implement, monitor, and evaluate a Student Success and Support Program Plan with specific, measurable outcomes for increasing student retention and completion rates

Measure 1: Increased Course Success Rates
2016 Fall 68%
2017 Fall 67%

Measure 2:
Course Success for First Year Experience Students compared to other new students in same classes.

Cohort Group	Course Success
FYE Students 2016	79.4%
Other New Students	66.3%
Difference in Success	13.1%

Rating 4.5 - Steady

Goal 1.3.b - Implement, monitor and evaluate a Student Equity Plan with specific, measurable outcomes for increasing student retention and completion rates

Equity Gap Comparisons (1.3.B & 1.3.D)
Review success gap, in comparison to previous. Focus is on Gap improvement at Faculty level, not students.

Study group is students who's instructors participated in the Great Teachers conference.

	2015 Gap	2016 Gap	Change	Gap MOE
Asian	0.0%	0.0%		1.6%	Baseline
Black, African American	-19.7%	-14.6%	5.0%	2.0%
Filipino	5.0%	2.0%	-3.1%	2.8%	No Gap 2016
Hispanic	-7.2%	-7.2%	-0.1%	0.7%
Native American	-10.5%	-6.2%	4.3%	2.7%
Pacific Islander	-2.6%	-9.4%	-6.7%	3.3%
White, non-Hispanic	-1.5%	-2.2%	-0.7%	0.5%
	Overall Gap Change		-0.2%

MOE, or Margin of Error adjusts smaller populations calculations, and is based off CCCCO standards in equity reporting. Gaps which reduced by the MOE to 0 are considered to not exist., e.g. Filipino's have a +2% Equity Gap, this is reduced by 2.8%, eliminating the gap as it can not be verified with such a small number of students.

Rating 3.0 - Increase

Goal 1.3.c - Implement, monitor, and evaluate a Basic Skills Plan with specific, measurable outcomes for increasing student retention and completion rates

Basic Skills Course Retention and Success: Comparing students who enroll in basic skills to those who complete, and those who receive a passing grade. Scorecard Data for Remedial Math and English Student Success.

Subject	2009-2010	2010-2011	Change
Remedial English	43.60%	46.70%	3.10%
Remedial Math	40.30%	44.40%	4.10%
Average Change			3.60%

Progression from Three Levels Below to Transferable
Math Level	2015-2017	2014-2016	Change
Three Levels Below Transfer	75%	76%	-0.5%
Two Levels Below Transfer	45%	37%	8.0%	Large jump from lowest to next level
One Level Below Transfer	28%	27%	0.8%
Transferable	11%	12%	-0.6%	Overall Decline in reaching Transferable Levels

Rating 3.75 - Increase

Goal 1.3.d - Provide instruction in support of the needs of the College’s diverse student population

(see 1.3.b)

Goal 1.3.e - Implement teaching strategies to advance student retention, success, and persistence

Comparing student success in courses where the instructor participated in the Center for Urban Excellence training, compared to the same courses before training.

Ethnicity	Success Before	Bgap	MoE	Success After	Agap	MoE	Diff. in Gap
Asian	75.5%		0.5%	76.0%		0.9%
Black, African American	41.3%	34.3%	0.9%	59.5%	16.0%	1.2%	-18.2%
Filipino	81.8%	-6.3%	3.0%	78.9%		5.2%
Hispanic	66.4%	9.1%	0.1%	68.1%	7.4%	0.1%	-1.7%
Native American	61.5%	14.0%	7.5%	56.8%	18.8%	2.6%	4.8%
Pacific Islander	57.1%	18.4%	3.5%	50.0%	25.5%	4.1%	7.1%
Two or More	60.6%	15.0%	1.4%	80.0%		19.6%
Undeclared	72.3%	3.3%	1.0%	68.8%	6.8%	3.1%	3.5%
White, non-Hispanic	69.8%	5.7%	0.1%	70.9%	4.7%	0.1%	-1.1%
MoE, Margin of Error is used to evaluate if population size is adequate to evaluate success. Gaps less than MoE should be considered inconclusive or non-existent.				Avg			-0.9%
				DI Changes			-10.0%

Faculty who have participated in the CUE Programs have shown a 7% reduction in success gaps for disproportionately impacted groups (Hispanics/Blacks).

Rating 5.0 - Increase

Goal 1.3.f - Provide student academic support services that advance student retention, success, and persistence

(see 1.3.a)

Goal 1.3.g - Advance a culture of completion of educational goal

Overall Completion Rates by 6 Year Cohorts

2009-2010 43.70%
2010-2011 43.00%

Decrease 0.70%
Source: CCCCO Scorecard, Overall Completion Rates

Rating 3.0 - Steady

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