Office of Student Equity
Our Mission and Goals
The mission of the Office of Student Equity is to eradicate the achievement gap among all students at CCSF.
The primary goals of the Office of Student Equity will be to:
- Support the integration of equity as a core planning value at all levels of the college.
- Support all college stakeholders in developing interventions designed to close opportunity gaps
- Build the capacity of college constituencies to access, analyze and track data
In addition, the Office of Student Equity will work closely with the Student Learning Outcomes committee of the Academic Senate and the Research and Planning Department to continue regular equity-themed data analysis sessions with faculty and staff, coaching groups and individuals about analysis of Student Learning Outcomes disaggregated by focus populations as well as assisting faculty and staff with evaluation of achievement gaps in their departments and programs.
This increased capacity will improve access to and understanding of data, data systems and data analysis. In turn, the college community will increase skills and abilities related to data collection, data reporting and outcomes assessment.
OSE Update: Student Equity and Achievement (SEA) Program
Over the course of last year, the categorical fund leads for Student Equity (SE), Basic Skills (BSI), Student Success (SSSP) worked on creating an integrated plan for the State Chancellor's Office. As a result, the state is now integrating the three funds into the Student Equity and Achievement (SEA) Program. A few of us are attending training sessions this month and next to learn more about what other changes will come with this, but for now, what we do know is that what used to be three different funding programs will now function under the umbrella program called Student Equity and Achievement (SEA) Program. Stay tuned!
The Student Equity and Achievement Program, established in Education
Code (EC) 78222, consolidates the Basic Skills Initiative (BSI),
Student Equity (SE) and the Student Success and Support Program (SSSP)
with the intent of supporting Guided Pathways and the system wide goal
to eliminate achievement gaps. As a condition of receiving funds, a
district shall comply with the following: maintain an equity plan;
provide matriculation services; adopt placement policies (AB 705) and
provide all students with an educational plan.
(Based on the formula provided by the States Chancellor's Office to identify our College's disproportionate gaps)
- African American
- Pacific Islander
- American Indian/Alaskan Native
- Students with disabilities (DSPS)
- Current or Former Foster Youth
- Students experiencing homelessness*
Student Equity Indicators
The percentage of each population group that is enrolled compared to that group’s representation in the adult population within the community served.
Course Completion (Retention)
Ratio of the number of credit courses that students ― by population group ― actually complete by the end of the term compared to the number of courses in which students in that group are enrolled on the census day of the term. Note: Although Title 5 refers to “retention” the term “course completion” is deemed to embody that term in the guidelines.
“Course Completion” means the successful completion of a credit course for which a student receives a recorded grade of A, B, C, or Credit.
ESL and Basic Skills Completion
Ratio of the number of students ― by population group ― who complete a degree-applicable course after having completed the final ESL or basic skills course to the number of those students who completed such a final course.
Completion of a degree applicable course means the “successful” completion of English 1A, elementary algebra or any collegiate course which is transferable to a four-year institution, has a value of three or more units, and meets established academic requirements for rigor in literacy and innumeracy.
Degree and Certificate Completion
Ratio of the number of students ― by population group ― who receive a degree or certificate to the number of students in that group with the same informed matriculation goal.
Ratio of the number of students ― by population group ― who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English, to the number of students in that group who actually transfer after one or more (up to six) years.