Recognizing the Strengths and Needs of Traditionally Underrepresented Students: The SSPIRE Initiative Strengthening Student Success: Making a Difference San Jose, California October 5, 2007

Presenters  Oscar Cerna, MDRC (moderator)  Susan Flatt, Merced College  Ruben Arreola, Taft College  Victoria Hindes, Victor Valley College

MDRC  Non-profit social policy research firm committed to learning what works to help low-income youth and adults  Current community college initiatives include: Opening Doors, an evaluation of innovative approaches at six community colleges Achieving the Dream, a national initiative to build a “culture of evidence” at over 80 community colleges National Center for Postsecondary Research (NCPR) evaluation of learning communities designed for low- skilled students More information at

The Student Support Partnership Integrating Resources and Education  Funding from the James Irvine Foundation  Invitation to California community colleges Propose innovative approaches to integrating academic instruction with student services Target primarily young, low-income, & students of color  Nine Colleges Selected Receive three-year funding Implement and revise approaches Institutionalize successful approaches  MDRC’s role Manage the initiative Provide technical assistance Conduct evaluation of SSPIRE

Nine Colleges Selected for SSPIRE  American River College (Sacramento County)  College of Alameda (Alameda County)  De Anza College (Santa Clara County)  Merced College (Merced County)  Mt. San Antonio College (Los Angeles County)  Pasadena City College (Los Angeles County)  Santa Ana College (Orange County)  Taft College (Kern County)  Victor Valley College (San Bernardino County)

Range of Approaches 1.Customized attention to student needs and attributes 2.Restructured curriculum 3.Increased involvement of faculty Identification/outreach to faculty New professional development opportunities 4.Linked instruction to counseling support 5.Increased peer networks Student cohorts Peer tutoring and mentoring

Merced College  Student Context Large number 1 st generation college students 3 of every 4 FTE students receive financial aid 9 of 10 incoming students assessed into developmental level math or English  Institutional Response: Study Central Creating an environment of belonging Increasing faculty/student interactions Involving students as peer tutors/mentors

Taft College  Student Context Large Hispanic/Latino student population Large ESL and migrant student population Rural, commuter school: transportation and childcare barriers to attendance  Institutional Response: Migrant Success Program + Title V cohort Creating intensive one-to-one advising Focusing curriculum on ESL student needs Increased outreach in local community

Victor Valley College  Student Context Large rural student population Low income, high poverty levels Low developmental math and English completion rates  Institutional Response: SSPIRE cohort and instructors + Title V goals Creating intensive one-to-one advising Creating instruction/counseling/tutoring links Revising developmental level curriculum