1. 2015-2016 Student Equity Plan Tables Submitted 12/18/2015 in the 2015-2016 SCC Student Equity Plan Katherine Zoloty SSSP & Student Equity Research Analyst Planning, Research, & Institutional Effectiveness Office

2. Historic and Current Disproportionate Impact (DI) Calculation Methods Proportionality: compares SCC rate to overall community (in this case, feeder high schools’) rate. – Below 80% = DI 80% rule: compares the percentage of each disaggregated subgroup attaining an outcome to the percentage attained by the highest performing group. – Below 80% = DI Percentage point gap: compares the percent of students in a disaggregated subgroup who succeed in an outcome with the percent of all students who succeed in the same outcome – basically, below or above average. – -3% and lower = DI – Used in the 15-16 plan. Subgroups must have minimum cell size of 60 to examine for DI. Things to keep in mind and discuss (from SEq plan template): – the number of students impacted: a campus may prioritize a smaller percentage point gap that is calculated for a student group with more than 100 students over a larger percentage point equity gap calculated for a student group with fewer than 10 students. This is because rates calculated using smaller numbers will be subject to greater variability and it may make sense to prioritize a gap that impacts a greater number of students. – the disaggregated subgroup’s proportion of the total population: The larger the proportion a subgroup represents of the total population, the more similar their success rate will be to the all student average. In this instance, campuses should consider comparing the all student success rate (as well as the subgroup’s) with the success rates at comparable institutions or systems.

3. Access (SCC overall students compared to Feeder HS students or Greater Sacramento area) Target Population(s)# of your college’s total enrollment in Fall 2014 – Spring 2015 % of your college’s total enrollment (proportion) % of adult population within the feeder HS/Greater Sac served (proportion) Gain or loss in proportion (Percentage point difference with +/- added) American Indian / Alaska Native 1911% 0% Asian673921%25%-4% Black or African American397712%14%-2% Hispanic or Latino900328%31%-2% Native Hawaiian or other Pacific Islander 4051%2%0% White889628%23%5% Some other race6872%1%2% More than one race19216%4%2% Total of 8 cells above (Orange cells should = 100%) 31819100% Males1354043%52%-9% Females1763055%48%7% Unknown6492% ◊◊ Total of 3 cells above (Orange cells should = 100%) 31819100% Current or former foster youth 1511%0% Individuals with disabilities17986%13%-7% Low-income students1978662%28%34% Veterans10053%7%-4% ◊ Data not collected/reported Notes: Feeder High Schools are used as community comparison group, as SCC supports more than just Sacramento or Sacramento County with centers in West Sacramento and Davis. Source: EOS Profile, CDE DataQuest, CalPassPlus, US Census

4. (Successful) Course Completion Target Population(s)the # of courses students enrolled in & were present in on census day in base year The # of courses in which students earned an A, B, C, or credit out of  The % of courses passed (earned A, B, C, or credit) out of the courses students enrolled in & were present in on census day in base year Total (all student average) pass rate Comparison to the all student average (Percentage point difference with +/- added) American Indian / Alaska Native67742162%66%-4% Asian 223821619072%66%7% Black or African American14348735251%66%-14% Hispanic or Latino 344002145662%66%-3% Native Hawaiian or other Pacific Islander 146788660%66%-5% White 315052279372%66%7% Some other race 2224153169%66%3% More than one race 7451458962%66%-4% All Students 1144547521866% Males 505873244564%66%-2% Females 617124138767%66%1% Unknown 2155138664%66%-1% Current or former foster youth66530145%66%-20% Individuals with disabilities7549470062%66%-3% Low-income students7700348222 63%66% -3% Veterans 3993267167%66%1% Notes: Base year is Fall 2014 and Spring 2015. Source: EOS Profile

5. Basic Skills (Math, English, ESL combined based on state template) Target Population(s)The # of students who complete an ESL or basic skills course with an A, B, C or credit The number of students out of  (the denominator) that complete a degree applicable course with an A, B, C, or credit The rate of progress from ESL and Basic Skills to degree- applicable course completion Total (all student average) completion rate Comparison to the all student average (Percentage point difference with +/- added) American Indian / Alaska Native511020%30%-10% Asian 87736241%30%11% Black or African American 109618517%30%-13% Hispanic or Latino 93827730% -1% Native Hawaiian or other Pacific Islander 1323325%30%-5% White 144247233%30%3% Some other race 53218635%30%5% More than one race ◊◊ ◊ 30%N/A All Students 5068152530% N/A Males 210861129%30%-1% Females 291490331%30%1% Unknown 461124%30%-6% Current or former foster youth ◊◊◊ 30%N/A Individuals with disabilities 43210925%30%-5% Low-income students 3960112028%30%-2% Veterans ◊◊ ◊ 30%N/A ◊ Data not collected/reported Notes: Cohort is from base year 2008-2009. Cells with less than sixty are not eligible for impact analysis. Source: Scorecard, Data on Demand

6. BS - English Only English Target Population(s)The # of students who complete a basic skills English course with an A, B, C or credit The number of students out of  (the denominator) that complete a degree applicable course with an A, B, C, or credit The rate of progress from Basic Skills to degree- applicable course completion Total (all student average) completion rate Comparison to the all student average (Percentage point difference with +/- added) American Indian / Alaska Native*** 38% * Asian 40719247%38%9% Black or African American 46711725%38%-13% Hispanic or Latino 39615740%38%1% Native Hawaiian or other Pacific Islander 611830%38%-9% White 50121543%38%4% Some other race 2259743%38%5% More than one race ◊◊ ◊ 38%N/A All Students 207880038% Males 90533737%38%-1% Females 115245640%38%1% Unknown ***38%* Current or former foster youth ◊◊◊ 38%N/A Individuals with disabilities2006231%38%-7% Low-income students 159457336%38%-3% Veterans ◊◊ ◊ 38%N/A ◊ Data not collected/reported * Numerator cell size less than 10, data redacted Notes: Cohort is from base year 2008-2009. Cells with less than sixty are not eligible for impact analysis. Source: Scorecard, Data on Demand

7. BS - ESL Only ESL Target Population(s)The # of students who complete an ESL course with an A, B, C or credit The number of students out of  (the denominator) that complete a degree applicable course with an A, B, C, or credit The rate of progress from ESL to degree- applicable course completion Total (all student average) completion rate Comparison to the all student average (Percentage point difference with +/- added) American Indian / Alaska Native ** * 43% * Asian19810352% 43% 9% Black or African American*** 43% * Hispanic or Latino822733%43%-10% Native Hawaiian or other Pacific Islander *** 43% * White873136%43%-8% Some other race271348%43%5% More than one race ◊◊◊ 43%N/A All Students41217843% Males1475638%43%-5% Females25812047%43%3% Unknown*** 43% * Current or former foster youth ◊◊◊ 43% N/A Individuals with disabilities ***43%* Low-income students35715644% 43% 0% Veterans ◊◊◊ 43%N/A ◊ Data not collected/reported * Numerator cell size less than 10, data redacted Notes: Cohort is from base year 2008-2009. Cells with less than sixty are not eligible for impact analysis. Source: Scorecard, Data on Demand

8. BS - Math Only Math Target Population(s)The # of students who complete a basic skills math course with an A, B, C or credit The number of students out of  (the denominator) that complete a degree applicable course with an A, B, C, or credit The rate of progress from Basic Skills to degree- applicable course completion Total (all student average) completion rate Comparison to the all student average (Percentage point difference with +/- added) American Indian / Alaska Native *** 21% * Asian 2726725%21%3% Black or African American 6156511%21%-11% Hispanic or Latino 4609320%21%-1% Native Hawaiian or other Pacific Islander 671421% 0% White 85422626%21%5% Some other race 2807627%21%6% More than one race ◊◊◊ 21%N/A All Students 257854721% Males 105621821% -1% Females 150432722%21%1% Unknown ***21%* Current or former foster youth ◊◊◊ 21%N/A Individuals with disabilities 2204520%21%-1% Low-income students 200939119%21%-2% Veterans ◊◊◊ 21%N/A ◊ Data not collected/reported * Numerator cell size less than 10, data redacted Notes: Cohort is from base year 2008-2009. Cells with less than sixty are not eligible for impact analysis. Source: Scorecard, Data on Demand

9. Degree and Certificate Completion Target Population(s)The # of first-time students who enrolled in the base year with the goal of obtaining a certificate or degree The number of students out of  (the denominator) who earned a degree or certificate within one or more years. The rate of degree and certificate completion Total (all student average) completion rate Comparison to the all student average (Percentage point difference with +/- added) American Indian / Alaska Native291034%47%-12% Asian 75946161%47%14% Black or African American 40112431%47%-16% Hispanic or Latino 48821243%47%-4% Native Hawaiian or other Pacific Islander 722231%47%-16% White 93544748%47%1% Some other race 28411842%47%-5% More than one race ◊◊ ◊ 47%N/A All Students 2968139447% Males 133062047% 0% Females 161476147% 0% Unknown 241354%47%7% Current or former foster youth ◊◊◊ 47%N/A Individuals with disabilities 1524026%47%-21% Low-income students 221991341%47%-6% Veterans ◊◊◊ 47%N/A ◊ Data not collected/reported Notes: Cohort is from base year 2008-2009. Cells with less than sixty are not eligible for impact analysis. Source: Scorecard, Data on Demand

10. Transfer Target Population(s)The # of students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. The number of students out of  (the denominator) who actually transfer after one or more (up to six) years. The transfer rate Total (all student average) pass rate Comparison to the all student average (Percentage point difference with +/- added) American Indian / Alaska Native***35%* Asian 42719546%35%11% Black or African American1664527%35%-8% Hispanic or Latino 2286428%35%-7% Native Hawaiian or other Pacific Islander ***35%* White 58319834%35%-1% Some other race 1484228%35%-6% More than one race ◊◊◊ 35% N/A All Students 160055835% #VALUE! Males 72224834%35%-1% Females 86530435% 0% Unknown ***35%* Current or former foster youth ◊◊◊ 35%N/A Individuals with disabilities631117%35%-17% Low-income students 114234630%35%-5% Veterans ◊◊◊ 35%N/A ◊ Data not collected/reported * Numerator cell size less than 10, data redacted Notes: Cohort is from base year 2008-2009. Cells with less than sixty are not eligible for impact analysis. Source: DataMart, Transfer Velocity

11. Impacted Groups: Gaps & Goals Percentage Point Gaps  DI’ed Populations ↓ % Gap (14-15) Goal (2021) Access Males -9%-4% Individuals with disabilities -7%-2% Asian -4% No Gap Veterans -4% No Gap Hispanic/Latino -2% No Gap Black/African American -2% No Gap Course Completion Current or former foster youth -20%-15% Black/African American -14%-9% Hispanic/Latino -3% No Gap Individuals with disabilities -3% No Gap BS - ENG Black/African American -13%-8% Native Hawaiian /other Pacific Islander -9%-4% Individuals with disabilities -7%-2% Percentage Point Gaps  DI’ed Populations ↓ % Gap (14-15) Goal (2021) BS - ESL Hispanic/Latino -10%-5% White -8%-4% Males -5%-3% BS - Math Black/African American -11%-6% Hispanic/Latino -1% No Gap Males -1% No Gap Degree & Cert Comp. Individuals with disabilities -21%-16% Black/African American -16%-11% Native Hawaiian /other Pacific Islander -16%-11% Hispanic/Latino -4% No Gap Transfer Individuals with disabilities -17%-12% Black/African American -8%-3% Hispanic/Latino -7%-2%