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De Anza Equity for All, Spring 2006
Equity for All
Institutional Responsibility for Student Success Project
De Anza Equity for All, Spring 2006
Equity for All Team
Dr. Marion Y. Winters – Team Leader
Andrew LaManque – Principal Researcher
Jennifer Myhre – Faculty, Social Science
Gregory Anderson – Director of Student Success Center
Hassan Bourgoub – Faculty, Mathematics
Lydia Hearn – President, Academic Senate
Toni Forsyth – Faculty, Language Arts
Kevin Glapion – Counseling Faculty, Disabled Student Services
Shirley Kawazoe – Transfer Center Coordinator
Duane Kubo – Dean of International/ Intercultural Studies
Letty Wong – Faculty, ESL
Cynthia Dowling – Administrative Assistant, Office of Diversity
Alicia Dowd – Research Associate, Center for Urban Education, USC
Edlyn Pena – Research Assistant, Center for Urban Education, USC
De Anza Equity for All, Spring 2006
What is the Equity for All Project?
It is a joint project with USC sponsored by USC’s Center for Urban Education, The Lumina Foundation for Education and The Chancellor’s Office for California Community Colleges.
Equity for All seeks to close the equity gap in post secondary educational outcomes, particularly among students of color.
De Anza College is one of ten (10) colleges participating in this project.
De Anza Equity for All, Spring 2006
Goals and Background
Equity for All focuses on defining the problem through an in–depth examination of institutional data disaggregated by ethnicity.
The philosophy suggests that: “…campus members, at all levels of responsibility and influence, have the potential to become agents of equitable educational outcomes.”*
* See Appendix A of the Equity for All Report.
*
De Anza Equity for All, Spring 2006
Indicators of Institutional Success Adapted from the “Equity Scorecard”*
Student Access: access to courses, programs and paths to transfer and/or degrees/certificates.
Success: students’ successful completion of important courses in Math and English, and successful obtainment of a degree or transfer to a four institution.
Persistence: continued attendance from one term to the next or from one year to the next year.
Excellence: higher level academic accomplishments such as enrollment in science, technology, engineering, or mathematics courses, and transfer to selective institutions.
Note: The measures selected are by no means exhaustive, but together they begin to paint a picture of educational success by ethnicity and highlight where there are achievement gaps.
* See Appendix C in the Equity for All Report for USC’s Equity Scorecard measures.
De Anza Equity for All, Spring 2006
Selected Indicators for De Anza College
This first stage focuses on the indicators of:student access and student success.
In subsequent phases, the Team will ask
that the campus address questions relating to: student persistence and excellence
De Anza Equity for All, Spring 2006
College-wide Course Success Rates by Ethnicity - last 5 years
Fig. 8
• Course success: number of students receiving an A,B,C, or Pass grade divided by total number of students receiving a grade.
• Asian and White student success rates continue to be above all other ethnic groups.
De Anza Equity for All, Spring 2006
Course Sequence Persistence
Figures 10 and 11 track the progress of cohorts of students in English writing (EWRT) and mathematics (MATH) through a sequence of courses over 16 quarters.
These charts examine the percent of students who attempt and complete their first course and subsequent courses in a particular basic skill sequence or pathway.
These figures examine only one possible path in each area, the sequence with the largest number of students.
De Anza Equity for All, Spring 2006
Math Course Success Rates by Ethnicity
Fig.10
De Anza College Course Success Rates in Math by Ethnicity
2001-02 Cohort Tracked for 16 Quarters
0%
10%20%
30%40%
50%
60%70%
80%90%
100%
MATH101 MATH105 MATH >105
Asian Black Filipino Hispanic White
Note: Ethnic Groups of less than 25 are not graphed.
De Anza Equity for All, Spring 2006
EWRT Course Success Rates by Ethnicity
Fig.11
De Anza College Course Success Rates in EWRT by Ethnicity
2001-02 Cohort Tracked for 16 Quarters
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
EWRT100B EWRT1A EWRT1B/2
Asian Black Filipino Hispanic White
Note: Ethnic Groups of less than 25 are not graphed.
De Anza Equity for All, Spring 2006
UC Transfers by Ethnicity
Figure 13 shows transfers to the University of California on a cross-sectional basis.
For 2004-05, more than 50% (318 students) of the transfers were Asian/Pacific Islanders/or Filipino
Less than 6% (36 students) were Hispanic.
Fig. 13
De Anza Equity for All, Spring 2006
• 19% of Asian and 13% of White students transferred within three years compared to only 9% of Latino and African American students.
Transfer Goal vs. Transfer Outcome
34%Total
31%Decline to State
32%White
33%Other
50%Native American
39%Hispanic/Latino
42%Filipino//Pacific Isl.
32%Asian/Asian American
47%African American
Transfer Goal Ethnicity
Fall 2001 SRTK* CohortInitial Educational Goal by Ethnicity
The first figure shows the initial educational goal of each ethnic group.
• A higher percentage of African American, Filipino and Latino students chose transfer than Asian or White students.
15%Total
15%Decline to State
13%White
14%Other
0%Native American
9%Hispanic/Latino
11%Filipino//Pacific Isl.
19%Asian/Asian American
9%African American
Transfer in 3 yrs.Ethnicity
Fall 2001 SRTK* CohortTransferred by Spring 2004, by Ethnicity
The second figure shows differences in transfer outcomes.
De Anza Equity for All, Spring 2006
Improvement Targets
For each Equity for All indicator, the goal is to close the achievement gap to no more than a five percentage point difference between each ethnic group.
This goal matches the objectives delineated in the college’s Educational Master Plan and the Campus Equity Plan.
De Anza Equity for All, Spring 2006
Questions for Discussion by the Campus Community
Why does the percentage of students transferring to the University of California vary among ethnic groups?
Why is the participation in transfer level English and Mathematics courses for some ethnic groups, especially Latinos, less than might be expected based on their representation in the overall De Anza student population?
Why are there differences in course success rates among ethnic groups in basic skills English and Mathematics courses?
De Anza Equity for All, Spring 2006
For each question suggested for discussion, the campus is asked to examine the following:
What are the factors that contribute to these phenomena?
What can we do about this as an institution?