ERIC ED471648: Student Equity: Guidelines for Developing a Plan.

43 Pages·2002·0.51 MB·English

by  ERIC

DOCUMENT RESUME
ED 471 648
JC 030 092
Student Equity: Guidelines for Developing a Plan.
TITLE
Academic Senate for California Community Colleges,
INSTITUTION
Sacramento.
2002-00-00
PUB DATE
NOTE
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Guides - Non-Classroom (055)
Reports - Descriptive (141)
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Access to Education; *College Planning; Community Colleges;
DESCRIPTORS
Curriculum Based Assessment; *Diversity (Institutional);
*Diversity (Student); Economics of Education; Educational
Legislation; Educational Opportunities; *Equal Education;
Laws; *Nondiscriminatory Education; Open Enrollment; Outcomes
of Education; Resource Allocation; State Aid; State
Standards; Two Year Colleges
*California Community Colleges
IDENTIFIERS
ABSTRACT
In 1992, the Board of Governors of the California Community
Colleges adopted a Student Equity Policy to ensure that groups historically
underrepresented in higher education have an equal opportunity for access,
success, and transfer. The Board amended that policy in 1996 to (1) establish
the adoption of a student equity plan as a minimum standard for receipt of
state funding; and (2) expand its focus beyond historically underrepresented
groups in order to promote student success. This report is divided into five
(1) The Process of Developing Student Equity Plans--the Basics;
sections:
(2)
(3) Research and Data Collection;
Campus Climate;
(4) Student Equity and
Institutional Finances; and (5) Success Components. The report also includes
an introduction, conclusion, and recommendations. The Board identified five
measurable student equity indicators:
(2) course completion;
(1) access;
(3)
degree and certificate completion; (4) ESL and basic skills completion; and
(5) transfer rate. The Academic Senate endorses the recommendation of the
Chancellor's Task Force on Equity and Diversity that the Board of Governors
reinvigorate and reinforce the student equity planning process by requiring
colleges to periodically reevaluate and revise their student equity plans.
Contains 16 references. Student equity plan review procedures, instructions,
and a sample student equity plan are appended. (Author/NB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
adopted fall 2002
2001-2002 Affirmative Action and Cultural Diversity Committee
Dibakar Barua, Chair, Golden West College
Mike Anker, Contra Costa College
Norma Espinosa-Parker, Compton College
Ann Holliday, Coastline College
Gary Holton, San Diego Mesa College
Renee Reyes Tuller, Grossmont College
1992 -93 Ad Hoc Student Equity Committee
PERMISSION TO REPRODUCE
AND
Mike Anker, Co-Chair Contra Costa College
DISSEMINATE THIS MATERIAL
HAS
BEEN GRANTED BY
Regina Stanback Stroud, Co-Chair, Rancho Santiago College
Kaleta Brown, Cypress College
R./
Patricia Deamer, Skyline College
TO THE EDUCATIONAL RESOURCES
Jacqueline Dodd, Pasadena City College
INFORMATION CENTER (ERIC)
1
Jane Hal linger, Pasadena City College
Bill Scroggins,Chabot College
Ron Selge, Chancellors Office
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
Marina Valenzuela Smith, Antelope Valley College
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
Linda Webster, Santa Monica College
III This document has been reproduced
as
received from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
STUDENT EQUITY: GUIDELINES FOR DEVELOPING A PLAN
THE ACADEMIC SENATE FOR CALIFORNIA COMMUNITY COLLEGES
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TABLE OF CONTENTS
Introduction
1
4
Section One:The Process of Developing Student Equity Plansthe Basics
Section Two: Campus Climate
7
Section Three: Research and Data Collection
8
Section Four: Student Equity and Institutional Finances
10
Section Five: Success Components
13
Conclusion
19
Recommendations
20
References
21
Appendices
Appendix 1: Student Equity Planreview Procedures and Instructions
23
Appendix 2: An example of a student equity plan deemed "outstanding"
32
Appendix 3: Student Equity: Regulations & Guidelines
33
Appendix 4: Glossary
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STUDENT EQUITY: GUIDELINES FOR DEVELOPING A PLAN
INTRODUCTION
California community colleges provide open
In keeping with these legal requirements, in September
access to higher education for all students
of 1992, the Board of Governors of the California
irrespective of ethnicity, gender, age,
Community Colleges adopted a Student Equity Policy
disability, or economic circumstances. This objective is
to ensure that groups historically underrepresented
enshrined in law. A directive issued by the California
in higher education have an equal opportunity for
Legislature in 1991 charged all levels of public
access, success, and transfer, enjoining all districts to
education, including California community colleges, to
develop, implement, and evaluate a student equity
provide educational equity "[n]ot only through a
plan. Subsequently, at its November 1996 meeting, the
diverse and representative student body and faculty but
Board of Governors amended its Student Equity Policy
also through educational environments in which each
and Regulations to:
person ... has a reasonable chance to fully develop his
Establish the adoption of a student equity plan as
1.
or her potential" (Education Code §66010.2c).
a minimum standard for receipt of state funding;
This directive is also reinforced in §66030:
and
Expand its focus beyond historically
2.
66030. (a) It is the intent of the Legislature that
underrepresented groups in order to promote
public higher education in California strive to provide
student success for all students.'
educationally equitable environments which give each
Californian, regardless of ethnic origin, race, gender,
(See Appendix 3: Student Equity: Regulations &
age, disability, or economic circumstance, a reasonable
Guidelines).
opportunity to develop fully his or her potential.
'Historically underrepresented group' means ethnic minorities,
'
(b) It is the responsibility of the governing boards
women and persons with disabilities. The Board of Governors
of institutions of higher education to ensure and
recognizes that ethnic minorities, women and persons with
disabilities have historically faced discrimination and other obstacles
maintain multicultural learning environments free
that limited their opportunities for education, and academic success."
from all forms of discrimination and harassment, in
[Appendix 4: Glossary]
accordance with state and federal law.
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STUDENT EQUITY: GUIDELINES FOR DEVELOPING A PLAN
plans. Since 1992-1993, when the first edition of
The Board of Governors also recommended a set
this handbook was written, the Academic Senate has
of student equity indicators to assist districts in
taken a leadership role in pursuing the adoption of the
identifying equity issues, namely, access, course
student equity regulations, and has strongly urged their
completion, ESL and basic skills completion, degree
implementation.
and certificate completion, and transfer rate.' As
these indicators were the same ones already collected
Furthermore, the Academic Senate has consistently
by the Chancellor's Office, the new regulations did
maintained that colleges and districts should regularly
not require additional MIS reporting by the districts.
evaluate, revise and update their student equity
It did, however, require the districts to focus on
plans. In Fall 2000, the Senate passed resolution 6.01
student achievement by disaggregating the data by
urging the Board of Governors to strengthen Title 5
demographic group.
Regulations on student equity plan creation and
In response to the Board of Governors' adopted policy
revision.
on student equity, the Academic Senate developed and
601 F00 Therefore be it resolved that the Academic
the plenary body adopted the 1993 document Student
Senate for California Community Colleges urge the
Equity: Guidelines for Developing a Plan. This original
Board of Governors to revise Title 5 Regulations
paper was intended as a reference for local senates in
§54220 to require that districts submit a current
creating student equity plans. The Senate understood
student equity plan no later than one year after
that conscious and careful planning was the first and
revisions are developed and approved by the Board of
necessary step toward reaching the highest possible
Governors and that districts revise their plans every
rates of student success. Only if colleges and districts
three years thereafter.
have a plan will they be able to focus the attention
of everyonefaculty, administrators, staff, students,
At the time of writing this document, the Chancellor's
and community memberson the challenging but
Task Force on Equity and Diversity' is considering
attainable goal of improving the success rates of
two important issues: student equity and diversity in
California's students. More importantly, the Senate
faculty hiring. The soon-to-be-published final report
understood that only if there is a plan would resources
of the Task Force emphasizes the link between student
be allocated to achieve this goal.
equity and faculty and staff diversity, and articulates
the need for renewing the mandate for student equity
The Academic Senate has always argued that student
plans:
equity should be used to evaluate all aspects of the
institution from the classroom to the boardroom.
Through a [college] workforce that is diverse, we
Achieving student equity begins with the college
benefit students of all backgrounds, by exposing them
writing an effective student equity plan that is focused
to different ideas, experiences, and worldviews. We
on increasing access, retention, course completion, and
thereby improve student success and educational
transfer rates for all its student groups, especially those
quality.
who have traditionally been underrepresented. Under
The Chancellor's Office convened a Task Force on Equity
3
current regulations, district governing boards are
and Diversity in the wake of the Appellate Court decision on
required to consult collegially with their local academic
the Connerly case that invalidated Education Code §§87100
senates in developing and implementing student equity
through 87107. The Task Force was charged with proposing
innovative ideas for ensuring equal opportunity and diversity
2 For a definition of these terms, see Section Three of this paper.
in hiring.The final report of the Task Force was adopted by the
Board of Governors in November 2002.
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STUDENT EQUITY: GUIDELINES FOR DEVELOPING A PLAN
Section Two: Campus Climate
The Academic Senate for California Community
This section addresses considerations of campus
Colleges will lead efforts to update by October 2002
the 1993 Academic Senate for California Community
climate including the type of research necessary
in considering the impact of campus climate on
Colleges document "Guidelines for Developing a
Student Equity Plan" and with the assistance of
student persistence and success.
the Chancellor's Office promote and distribute the
Section Three: Research and Data Collection
...
The Chief Executive Officers will
revised edition.
This section defines student equity indicators and
lead efforts with Local Governing Boards to adopt a
the means of their measurement. This section also
Student Equity Plan by March 2004.4
highlights the fact that much of the data needed
Now, ten years after the adoption of the Board of
for developing a student equity plan may already
Governors' Student Equity Policy, there is a need to
be collected for other required state reports.
revisit its implementation. This paper revisits that
Section Four: Student Equity and Institutional
document and is intended to provide an updated
Finances Resource Information Other
guideline for developing a student equity plan.
Considerations
This section includes a discussion of funding
The ideas in this paper are presented in five sections as
approaches and sources.
summarized below.
Section Five: Success Components
Section One: The Process of Developing Student
This section outlines various areas of effort on
Equity Plansthe Basics
the part of the faculty and the institution that
This section provides a recommended process
may have an effect on student success, including
for developing the student equity planthe
recognition for faculty who participate in
"Who, What, and Why" of plan development, a
activities specifically designed to foster student
brief discussion of the components of the plan,
equity.
and a look at some possible reservations about
developing a student equity plan.
Chancellor's Task Force on Equity and Diversity
4
Recommendation (November 2002)
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STUDENT EQUITY: GUIDELINES FOR DEVELOPING A PLAN
them to contribute to community and civic life. They
SECTION ONE:THE PROCESS
develop as well inner resources for living richer, more
OF DEVELOPING STUDENT
satisfying lives, and resiliency for facing adversity. The
cultivation of critical capacities and literacy across all
EQUITY PLANS-THE BASICS
populations is critical to a successful multicultural
society for the future. The cost of failure, on the other
This section provides some basic responses to
hand, could be the perpetuation of a permanent
key questions asked regarding student equity
underclass with little hope for upward economic and
plans. The response to these questions
social mobility.
provide a recommended process for developing the
student equity plan, particularly the "Who, What, and
WHAT IS A STUDENT EQUITY PLAN?
Why" of plan development, as well as a brief discussion
of the components of the plan. We will consider the
"A student equity plan is a written document in which
"Why, What, and Who."
a district's student population is analyzed and specific
result-oriented plans and procedures are set forth for
ensuring equal opportunity, promoting diversity, and
WHY DEVELOP A STUDENT EQUITY PLAN?
achieving expected representation of qualified members
Title 5 (§51026 and §54220) requires college districts
of all population groups" (see Glossary in Appendix 4).
to produce a student equity plan. However, more
important than regulatory requirements is the fact
The components of a student equity plan are specified
that the state's economic and social future depends on
in Title 5 §54220 (See Appendix 3):
integrating all groups into the economic mainstream.
Campus-based research as to the extent of
1.
The community colleges have an important part to
student equity in the five indicator areas of access,
play in that task because most of the students from
retention, degree and certificate completion, ESL
all population groups begin their higher education at
and basic skills completion, and transfer;
community colleges.
Goals to address any adverse impact noted in
2.
Student equity is an investment in a college's future.
the five indicator areas for the overall student
When they receive effective matriculation services that
population and for each population group of
include orientation, counseling and correct placement
students as appropriate ("each population group
in courses with validated pre-requisites, students are
of students" means American Indians or Alaskan
likely to complete their courses, make progress toward
natives, Asians or Pacific Islanders, Blacks,
their educational and career goals, and complete
Hispanics, Whites, men, women, and persons
degrees, certificates, and/or transfer to a four-year
with disabilities);
university. When the college provides student services
Strategies for attaining goals including increased
3.
such as financial aid and special services, along with a
coordination among existing programs;
positive academic climate that motivates students to
achieve academically, it sets up a positive upward spiral
Sources of funds to support implementation of
4.
of students leaving the college with career or transfer
the plan;
potential that will enrich the community and economy.
Process and a schedule for evaluation; and
5.
Successful education also provides students with an
increased sense of personal efficacy, empowering
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STUDENT EQUITY: GUIDELINES FOR DEVELOPING A PLAN
attainable. Goals and objectives for a student equity
An executive summary, which identifies the
6.
plan should be developed for each of the five indicator
district contact persons, target groups, strategies
areas discussed in Section Three (access, course
for accomplishing goals, and funding resources.
completion, degree and certificate completion, ESL
These components can be grouped into four broad
and basic skills completion, and transfer rate). Baseline
categories: (1) research, (2) goals, (3) implementation,
data should be established to evaluate the progress and
and (4) evaluation.
the success strategies in advancing institutional success
A meaningful student equity plan begins
goals for all students and which may illuminate the
(1) RESEARCH:
with an analysis of the current rates of enrollment,
extent of student success among diverse sets of student
transfer, and completion, and the identification of
populations.
barriers to student success. Research used to develop a
Colleges need not only to develop
(3) IMPLEMENTATION:
plan should include as a minimum:
a good plan but also to implement the plan effectively.
surveys of campus climate;
Steps for implementing the college's student equity
plan should include identifying specific activities
reviews of existing data; and
(new or existing activities), person(s) responsible
analysis of potential college barriers to student
for coordinating the activities, and a timeline. For
success.
maximal effect, the plan should be very specific
about who is doing what and when the activities
Additionally, the research should include
should be completed. Faculty, students, and staff are
the extent to which additional student support
all important in achieving these goals. Celebrating
services such as counseling, financial aid,
progress on student successfor example, publishing
employment, and tutoring can increase student
regular updates on how the college is doing and
success in the equity indicators; and
making frequent reports to the governing board and
to newspaperscan be very effective in helping the
the effect of instructional methodology (i.e.,
equity effort move forward.
classroom assessment, learning styles assessment,
supplemental instruction, mentoring, peer
The Chancellor's Office has established
(4) EVALUATION:
tutoring, group learning environments, or
criteria for reviewing and evaluating student equity
different configurations of the curriculum) on
plans. Plans are evaluated for having achievable and
student success in the equity indicators.
measurable goals (in the five indicator areas) based
If the college carefully analyzes the data and devises
upon well-founded research and viable implementation
programs to address local needs, or adapts successful
strategies and institutional outcome measures for
practices that have worked in analogous situations in
achieving the stated goals. (Please see Appendix 1 for
other districts, the college is likely to make progress.
details of these review procedures and criteria.)
Student equity goals must be elevated to
(2) GOALS:
WHO SHOULD BE INVOLVED IN DEVELOPING A PLAN?
the maximum level of visibility and importance. They
should be integrated into the mission statement,
It is very important that all groups, including faculty,
master planning and accreditation. Goals should be
students, administrators, and staff be involved in
set at a level that would allow significant progress in
developing the plan so that all groups support and
achieving student equity and that are also realistic and
accept responsibility for its success. Additionally, the
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STUDENT EQUITY: GUIDELINES FOR DEVELOPING A PLAN
completion, and transfer are integral parts of the
oversight for planning should be done at the highest
college mission, goals and objectives. Planning provides
governance levels to ensure the maximum support of
the best strategy for colleges to offer a positive college
all groups and the most effective implementation. Only
environment and meaningful programs for their
then will we have the best coordination of activities
students and communities. Identifying obstacles,
and the widest involvement of everyone on campus in
planning new programs, and coordinating our efforts
fostering student achievement and success.
can best be done effectively if we develop plans.
Local academic senates have special responsibility for
much that is at the core of any student equity plan.
WHY DEVELOP A PLAN IF TITLE 5 REGULATIONS DO NOT
Strategies for student success, educational programs,
REQUIRE THATTHE PLAN BE IMPLEMENTED?
curriculum as well as processes for budget development
Solid student equity plans based on sound research
and institutional planning are all keys to student
afford local colleges an opportunity to coordinate
equity, and are among the "ten-plus-one" listed items
existing efforts, validate successful programs and
in Title 5, §53200. Indeed, each of these academic and
activities, identify problems, set goals, and make
professional matters relates broadly to student equity
further plans. A good, comprehensive plan can
plans, and thus local academic senates must be active
mobilize the whole faculty and staff, and can bring
in planning and implementing student equity.
the real satisfaction and excitement that comes from
Thoughtful participants will want to maximize the
attaining a meaningful goal. A good planning process
effective participation of staff and students while
can, at very little dollar cost, develop considerable new
consulting collegially in the myriad academic and
energy.
professional matters that will intersect in any well-
written student equity plan. The senate needs to play
WILL INCREASED STUDENT SUCCESS ENTAIL WEAKENING
a key role as well in ensuring that otherwise disparate
ACADEMIC STANDARDS?
planning efforts are mutually reinforcing and reflect a
This question is based on a common misperception.
common focus on student equity.
Increasing student success does not mean lowering
standards or "giving away" grades. We can have both
POSSIBLE RESERVATIONS ABOUT DEVELOPING
high standards and equity as long as we do not expect
A STUDENT EQUITY PLAN
the students to do all the changing. Faculty ought
to examine their pedagogy to assess whether their
WHY DEVELOP A PLAN WHEN LEGAL REQUIREMENTS ARE
teaching results in genuine learning for all students;
UNCERTAIN?
we all need to examine if the "way we do our business"
Regardless of future legal decisions, community
disenfranchises the very students we seek to serve.
colleges have the major responsibility for educating
The task is to find ever better ways to help students
most of the adults in higher education. Colleges
succeed in securing a challenging college education.
must develop programs that meet the indicators of
With the right plan, adequate support, and effective
student success. Access, course completion, degree
implementation, success can be improved while
and certificate completion, ESL and basic skills
increasing access.
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STUDENT EQUITY: GUIDELINES FOR DEVELOPING A PLAN
I
instructional effectiveness,
SECTION TWO: CAMPUS CLIMATE
I
academic advising/counseling,
I
administrative effectiveness,
Communities, educational or otherwise, which care
registration effectiveness,
I
for and reach out to [their] members and which are
I
safety and security,
committed to their welfare, are also those which keep and
I academic services,
nourish [their] members. Their commitment to students
I
admissions and financial aid,
generates a commitment on the part of students to the
campus support services,
institution. That commitment is the basis of student
responsiveness to diverse populations,
I
persistence. (Vincent Tinto, 1988)
physical and environmental factors that may
I
Research has shown that a key factor for student
adversely affect some populations.
persistence and success is a campus that is
Many colleges have already conducted local student
receptive and supportive. Therefore, a vital
satisfaction research, hired private research firms, or
part of the research behind a successful student equity
developed program review processes to assess campus
plan is to review the campus climate.
climate. Colleges may utilize existing instruments in
Recent studies suggest that California community
designing their own campus climate surveys.
colleges have had uneven success in promoting
A campus climate committee can be entrusted with the
educational goals of non-traditional and
task of planning and implementing student satisfaction
underrepresented students.' The campus climate
assessment surveys and studies. The City College of
must be assessed through the eyes of these students
San Francisco research team, commissioned by the
to determine just how receptive and supportive each
State Chancellor's Office to conduct a statewide study
campus is perceived to be. Do students find the
of effective and replicable diversity projects, identified
campus communityfaculty, staff, students and
several available models. These can be found in the
administratorsas well as the physical plant to be
study report, We Could Do That! A Users' Guide to
friendly or hostile, warm or impersonal, welcoming or
Diversity Practices in California Community Colleges.6
inhospitable? The campus climate is inclusive of the
entire collegeall programs, departments, services,
The campus climate committee should look at various
and staff. Therefore, the entire institution should be
existing campus climate surveys before coming up with
its own instrument. A good resource is Campus Climate:
welcoming and supportive of students. A survey or some
other form of assessment should be done in a manner
Understanding the Critical Components of Today's Colleges
that reveals the students' perception of the campus and
and Universities edited by Karen W. Bauer. Another
specific programs and services.
highly recommended source is James B. Boyer's Multi-
Cultural Inventory for Enhancing College - University
Since student satisfaction is highly contextual, colleges
Curriculum. Boyer's inventory is designed to discover
should look at local variables as well as assess student
whether the college creates a welcoming environment
perceptions of their campus experiences in areas that
for a diverse population. The Boyer inventory can
include, but are not limited to, the following:
help a college to determine if it encourages esteem and
During the 2002 Spring Plenary Session of the Academic Senate,
communicates in ways that are relevant to diverse and
California Tomorrow, a non-profit research organization, presented
non-traditional student populations in order to promote
a report entitled "A New Look at the California Community
their learning experience.
Colleges: Keeping the Promise Alive for Students of Color and
Immigrants." The research shows that students of color and
City College of San Francisco: Statewide Diversity Practices
immigrants face special challenges or barriers on their way to
6
Project: "We can do that! A users' guide to Diversity Practices in
academic success. For information about California Tomorrow's
California Community Colleges."
equity and access related projects, visit the website
http://www.californiatomorrow.org.
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