Practices that Promote Equity in Basic Skills in California Community Colleges

Download 303.05 Kb.
Date conversion29.04.2016
Size303.05 Kb.
  1   2   3   4   5   6   7   8   9   ...   17
Practices that Promote Equity in Basic Skills in

California Community Colleges

Basic Skills Committee 2009-2010

Joan Córdova, Orange Coast College

Janet Fulks (Chair), Bakersfield College

Alice Mecom, Glendale College

Michelle Parsons, San Diego Mesa College

Daniel S. Pittaway, North Orange County Community College District

Darwin Smith, Compton Center, El Camino College
Noncredit Committee 2009-2010

Marsha Elliot, North Orange County Community College District

Marne Foster, San Diego Community College Continuing Education

Janet Fulks (Chair), Bakersfield College

Vivian Ikeda, City College of San Francisco

Rey Ortiz, College of the Desert

Sylvia Ramirez, MiraCosta College
Academic Senate for California Community Colleges
Spring 2010

Table of Contents

Abstract 6

Introduction 7

The Language of Diversity and Equity 8

Why Invest in Educational Practices that Promote Equitable Outcomes? 10

Strategies that Promote Equitable Outcomes 12

Community-wide Practices that Promote Equitable Outcomes 15

Equity Efforts in Santa Ana College 15

Strategy 1 - Secondary School Achievement 16

Strategy 2 - Student Financial Support 18

Strategy 3 - Parent Involvement and Empowerment 18

Long Beach City College Promise Program 19

Key Components of the Long Beach College Promise 20

Long Beach College Promise Program Goals and Data 21

Practices that Promote Institution-wide Equitable Outcomes 21

Creating Institution-wide Equity Dialogue 22

From Dialogue to Data 22

Dealing with Institutional Equity Data to Create Action 24

Programmatic Practices that Promote Equity 24

The Statewide Puente Project Model 25

College of San Mateo (CSM) - Writing in the End Zone (WEZ) 27

Grossmont College Extended Opportunity Programs and Services (EOPS) 29

El Camino College Project Success 29

Outcomes for Project Success 30

Santa Barbara City College Partnership for Student Success (PSS) 30

The Role of Noncredit in Promoting Equity 30

Additional Program Examples of Successful Practices Addressing Equity 32

Classroom-Based Equity Practices 32

Cultural Competence 33

Universal Design for Learning 34

Brain Research 36

Figure 3 Retention of Learning Associated with Various Teaching Methodologies 37

Conclusion 38

Recommendations 40

Works Cited 41

Appendix A: CCC Ethnicity in Credit and Noncredit Basic Skills 46

Appendix B: Equity-Mindedness 47

Appendix C: Cultural Competency 48

Appendix D: Universal Design 49

Appendix E: The Santa Ana Partnership 51

Appendix G: USC – Center for Urban Education’s Equity Scorecard and Benchmarking 53

Appendix H: Startling Statements 54

Appendix I: El Camino College Project Success Program Details 56

Appendix J: Santa Barbara City College Partnership for Student Success, Writing Center Data 57

Appendix K: Examples of Additional Program Strategies for Promoting Equity from the BSI Effective Strategies website at 58

Mission College Math Achievement Pathway for Success (MAPS) - The Math Achievement Pathway to Success (MAPS) offers students a team approach to success, particularly for those who have had difficulty in previous math courses. Instructors, counselors, and tutors/mentors collaborate to help students complete their mathematics requirements. Students take Elementary Algebra in the Fall semester and Intermediate Algebra in Spring. One section each semester of MAPS class is offered. The MAPS Program serves a diverse group of students. Students are recruited from several Mission College programs, including EOPS, Access, Avanzar, and DISC. In addition, the program actively seeks to include students from those groups who have traditionally had poor success in basic skills and college math courses. Students in the MAPS Program attend class for two hours of instruction Monday through Thursday. This instructional time provides both whole class activities and collaborative group work. Mentors/tutors are available during the class to assist students who have questions about the material. A counselor is available for each class section. The counselor and instructor work closely to ensure student success. The counselor is available daily during class to talk to students regarding their grade to date, missing assignments, and absences. In addition, the counselor teaches study skills and provides individual and academic counseling for students in the program. The MAPS team of instructors and counselors meet on a weekly basis to plan program activities and discuss concerns related to students’ achievement in the class. In addition to in-class tutoring, the program offers students group tutoring outside of class. Each week, approximately ten hours of tutoring are offered at various times throughout the day and early evening. The tutors are trained to reinforce the methods and approach taught in the regular class. For students interested in working with other students outside of class, study groups have also been formed. Whenever possible, a tutor also attends the study groups to assist students with questions. The program also arranges for guest speakers to visit the classes. These speakers have included men and women working in technical fields, motivational speakers, and informational sessions on transfer agreements to the UC or CSU system. MAPS Program team members are dedicated to the philosophy that any willing student with the proper support and services can be successful in mathematics. 58

City College of San Francisco Retention Center Counseling an Tutoring for

Basic Math and English - This program represents a collaboration project of three retention centers--African American Scholastic Program (AASP), Latino/a Services Network (LSN), Asian Pacific American Student Success Center (APASS)—with the English, math and IDST departments. Students in the retention centers are given specific advice regarding enrollment in basic skills English and math courses plus a study skills class. Students in each class are directed to counselors to assist with academic planning, career and transfer goals, and personal counseling. These wrap-around services incorporate counseling, professional tutoring, and instruction in combination with intensive instructor-student contact. The purpose of this program is to increase equity and success for under-represented students at CCSF. Counseling faculty in each retention center continue to monitor student progress throughout the semester and work closely with instructional faculty to examine the effectiveness of the practices being implemented. 59

Merced College Preparing High School Students for Higher Education Cal-SOAP - Merced Cal-SOAP works as a collaborative outreach program, with fourteen local partners, to provide intensive services to 9-12 grade high school students who plan to transition to higher education following high school. To this end, Merced College provides tutorials, academic advising, college admissions advising, entrance test preparation, financial aid planning and assistance, scholarships, and summer residential programs. The Cal-SOAP Program is a statewide program ( that provides information about postsecondary education and financial aid to students from elementary school through high school. The program also addresses student academic achievement levels and targets the following populations: 60

Appendix L: Cultural Competence Focuses on Four Key Issues 61

Appendix M: Resources for Active Learning 63

  1   2   3   4   5   6   7   8   9   ...   17

The database is protected by copyright © 2016
send message

    Main page