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Assessing Student Equity and Success in Community Colleges

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Presentation on theme: "Assessing Student Equity and Success in Community Colleges"— Presentation transcript:

1 Assessing Student Equity and Success in Community Colleges

2 Community College Equity Assessment Lab (CCEAL)
Our Laboratory The Community College Equity Assessment Laboratory (CCEAL) is a national research and practice lab that partners with community colleges to support their capacity in advancing outcomes for students who have been historically underserved in education, particularly students of color. CCEAL houses the Minority Male Community College Collaborative (M2C3) and the Black Minds Project (BMP) CCEAL was developed to advance three objectives: Research - to conduct and disseminate empirical research on the experiences of historically underserved students in community colleges; Training - to provide training that improves practices and research relevant to students of color in community colleges; and Assessment - to use assessment and evaluation to facilitate capacity-building within community colleges. Community College Equity Assessment Lab (CCEAL)

3 Community College Equity Assessment Lab (CCEAL)
Quantitative Assessment Community College Success Measure (CCSM) for identifying factors influencing the success of underserved students  CC Instructional Development Inventory (CCIDI) to inform professional development programming for instructional faculty  CC Staff Development Inventory (CCSDI) for determining an institution's readiness to support underserved students Male Program Assessment for College Excellence (MPACE) for examining the efficacy of programs serving college men of color 105 colleges 10 states, 84,549 students 170 colleges 40 states, 7,429 instructional faculty IAP 70 colleges 15 states, 3,122 staff 45 colleges 24 states Community College Equity Assessment Lab (CCEAL)

4 Community College Equity Assessment Lab (CCEAL)
Qualitative Assessment Student focus groups Examining students’ perceptions of factors influencing success in community college Faculty interviews Examining perceptions of factors that are effective in educating students of color in community colleges Consensus focus groups Collective sensemaking approach for identifying root challenges facing students in community colleges from an equity-based perspective Narratives of success Narratives from educators with a documented record of success in teaching and supporting underserved students of color 10 colleges CA, 252 students, 50 focus groups 10 colleges CA, 102 faculty 32 colleges CA & MN, 240 faculty/staff 52 consensus groups 14 colleges 12 states, 78 educators Community College Equity Assessment Lab (CCEAL)

5 Six Year Completion Rate, 2009-2010 to 2014-2015
Male Overall 45.3 African American 33.8 Native American 40.4 Asian 62.0 Filipino 50.0 Hispanic/Latino 37.4 Pacific Islander 36.8 White 49.2 California Community College Chancellors Office Community College Equity Assessment Lab (CCEAL)

6 Community College Equity Assessment Lab (CCEAL)
Developmental Education/Basic Skills Completion, 2009/2010 to 2014/2015 English Math Overall 42.5 30.3 African-American 27.4 17.2 Native American 35.6 28.3 Asian 60.1 42.8 Filipino 53.4 39.1 Hispanic/Latino 38.7 28.8 Pacific Islander 36.6 24.1 White 45.6 33.7 Data Source CA CC chancellor’s office California Community College Chancellors Office Community College Equity Assessment Lab (CCEAL)

7 Community College Equity Assessment Lab (CCEAL)
Pressures Facing Underserved Students of Color Strategies are needed to mediate the effects of: K-12 school experiences that are less than ideal External life pressures Racial-gender stereotypes Racial microaggressions Deficit sensemakiong Hostile campus racial climates Community College Equity Assessment Lab (CCEAL)

8 “What the heck is wrong with these students
“What the heck is wrong with these students? Why aren’t they doing what it takes for them to be successful here?

9 “What are we doing (or not doing) as a college, or department that results in our students of color not doing as well as they should?”

10 Community College Equity Assessment Lab (CCEAL)
"Every system is perfectly designed to achieve the results it gets.”  (attributed to W. Edward Deming and Paul Batalden)  . Community College Equity Assessment Lab (CCEAL)

11 Community College Equity Assessment Lab (CCEAL)
Toward an Understanding of Equity Students of color ( e.g.., Black, Latino, Native American, Southeast Asian, Pacific Islander) Men of color Foster youth Students with disabilities Low-income students Veterans Food insecure students Housing insecure students Equity refers to a heightened focus on groups experiencing disproportionate impact in order to remediate disparities in their experiences and outcomes. Community College Equity Assessment Lab (CCEAL)

12 Community College Equity Assessment Lab (CCEAL)
Equity-Mindedness “. . . funds of knowledge that place responsibility and accountability on the [educator] to become an institutional agent of minority student success.” Bensimon, 2007 Community College Equity Assessment Lab (CCEAL)

13 Community College Equity Assessment Lab (CCEAL)
Equity-Mindedness Equity minded educators are cognizant of exclusionary practices and systemic inequities that produce outcome disparities in educational contexts attribute outcome disparities to breakdowns in institutional performance rather than exclusively to student deficits or behaviors continuously reflect upon their roles in and responsibilities for student success challenge their colleagues to be equity-minded educators Bensimon, 2007 Community College Equity Assessment Lab (CCEAL)

14 Socio-Ecological Outcomes (SEO) Model
Inputs Socio-Ecological Domains Outcomes Non-Cognitive Domain Academic Domain Background/ Defining Factors Environmental Domain Student Success Societal Factors Campus Ethos Domain Structural Domain Community College Equity Assessment Lab (CCEAL)

15 Socio-Ecological Outcomes (SEO) Model Background/ Defining Factors
Inputs Socio-Ecological Domains Outcomes Non-Cognitive Domain Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Background/ Defining Factors Age Time Status Veteran Status Primary Language Citizenship Status [Dis]ability Academic Domain Faculty-Student Interaction Academic Service Use Commitment to Course of Study Environmental Domain Mediators (Finances) (Transportation) Commitments (Dependents) (Employment) Stressful Life Events Student Success * Persistence * Achievement * Attainment * Transfer * Goal Accomplishment *Labor Market Campus Ethos Domain Sense of Belonging (Student-Student) (Student-Faculty) (Student-Student Service) Campus Racial/Gender Climate Welcomeness to Engage Internal Validating Agents (Faculty) (Staff) Personal Relationships Societal Factors Stereotypes Criminalization Economic Conditions Mass Incarceration Capital Identity Projection Structural Domain Training infrastructure Built environment Staffing patterns Equity resourcing

16 Institutional Assessment Package
“student survey” “staff self- assessment” “faculty survey” Community College Student Success Inventory Community College Success Measure Community College Student Success Inventory (CCSSI) Community College Instructional Development Inventory (CC-IDI) Community College Success Measure (CCSM) for determining an institution's readiness to facilitate successful outcomes for underserved students. to inform professional development programming for instructional faculty  for identifying factors influencing the success of underserved students  Community College Equity Assessment Lab (CCEAL)

17 Community College Equity Assessment Lab (CCEAL)
“Traditional” Indicators of Engagement How often do you ask questions during class participate in class discussions talk with faculty about non-academic matters outside of class utilize support services Community College Equity Assessment Lab (CCEAL)

18 Community College Equity Assessment Lab (CCEAL)
Equity-Minded Indicators of Engagement WELCOMNESS TO ENGAGE OUTSIDE OF CLASS “Outside of class my instructors make me feel welcomed to ” Say “hello” Talk with them about academic matters Ask for support WELCOMNESS TO ENGAGE INSIDE OF CLASS Ask/respond to questions during class Inquire about my progress in class Talk with them before or after class Community College Equity Assessment Lab (CCEAL)

19 Community College Equity Assessment Lab (CCEAL)
Equity-Minded Indicators of Engagement FACULTY AND STAFF VALIDATION Please indicate the number of faculty/staff who regularly communicate I have the ability to do the work I can succeed in college I belong at this institution SENSE OF BELONGING “My instructors . . .” care about my perspective in class value interacting with me during class believe I belong here Community College Equity Assessment Lab (CCEAL)

20 Community College Equity Assessment Lab (CCEAL)
Equity-Minded Indicators of Engagement PERSONAL RELATIONSHIPS “My instructors know ” my name about my academic goals about my career goals information about my personal life STAFF CARE “I feel that staff members in these areas care about my success” Community College Equity Assessment Lab (CCEAL)

21 CCSM Report Legend Acceptable Needs Attention Immediate Concern
Campus Ethos Domain White Asian African American Latino Native American Multiethnic Men Women Sense of Belonging with Faculty Cares about my perspective in class Acceptable Needs Attention Values interacting with me Values my presence Cares about my success Believes I belong here Immediate Concern Personal Relationship with Faculty Knows my name Knows about my academic goals Knows about my career goals Knows about my life aspirations Knows important information about my life Validation from Faculty I have the ability to do the work I can succeed in college I belong at this institution

22 Community College Student Success Inventory (CCSSI)
Six overarching areas for institutional action and support Financial aid (n=7) Student support services (n=18) Teaching and learning (n=13) Institutional research (n=9) Minority male initiatives and programs (n=14) Early alert systems (n=6) Content validation from subject matter experts (SMEs) Results published in the Community College Journal of Research and Practice (Harris & Wood, 2014).

23 Instructional Development Inventory
Legend Acceptable Emerging Concern Needs Attention Immediate Attention Part-Time Faculty Teaching Here Part-Time Teaching Here Full-Time Teaching at Multiple Institutions Overall Collaborative Learning Immediate Attention Acceptable Needs Attention Culturally Relevant Teaching Emerging Concern Performance Monitoring Relationship-Building Institutional Responsibility High Expectations Validating Messages Faculty Student Engagement Appropriate Disclosing Welcoming Engagement (In Class) Welcoming Engagement (Out of Class) Empowerment Intrusive Practices Microaggressions Note: Scores for “Immediate Concern” and “Acceptable” represent statistically significant differences based on national exemplar colleges.

24 Community College Equity Assessment Lab (CCEAL)
Q&A Community College Equity Assessment Lab (CCEAL)


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