Practices that Promote Equity in Basic Skills in California Community Colleges



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Recommendations


In an effort to address these gaps, the ASCCC recommends the following actions:

  1. Local senates should create venues to discuss student success data, disaggregated by ethnicity and other student populations, in order to identify barriers related to equitable outcomes.

  2. The Academic Senate statewide faculty development efforts should provide training on Equity-Mindedness, Cultural Competency, and Universal Design for Learning in an effort to promote equitable access, equitable support, and, most importantly, equitable outcomes.

  3. Local senates should examine the key components of programs that have promoted student success in order to determine if their own institutional programs could adopt key principles from effective programs or initiate similar programs.

  4. The Academic Senate should continue to support examination and expansion of noncredit alternatives to meet the needs of student populations that are normally served exclusively by credit options.

  5. Student equity plans should be developed in conjunction with college-wide discussions that link the equity plan to curriculum development, program improvement, budgeting, and planning.

  6. Local senates should adopt the practices and strategies described in the ASCCC paper Student Equity: From Dialog and Access to Action (2010).


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