Fall 2012 Highlights


Current highlights are documented each semester in our Assessment Progress Reports and each year in our Program Review.



Past quantitative data that we have received from the Puente statewide office has shown that Puente is effectively helping underrepresented students transfer to four year universities. Specifically, below are some bulleted points of the quantitative data that illustrate this conclusion.

-        6 year transfer rates from 03/04 – 08/09 show that 58% of Puente students are transferring which compares favorably to the general Latino student transfer rate at CCSF of 30%, 46% transfer rate of White students, and matches the 58% transfer rate of Asian students.

-        The 6 year Puente student transfer rates also compares favorably when in comparison to the aggregate CCSF student population:

o   00/01        All CCSF Students = 50%                  Puente Students = 65%

o   01/02        All CCSF Students = 46%                  Puente Students = 70%

o   02/03        All CCSF Students = 46%                  Puente Students = 68%

o   03/04        All CCSF Students = 45%                  Puente Students = 58%

In addition, we are currently gathering the quantitative transfer data, which will include results from this team’s original Phase 1 cohorts from Fall 2009.


We plan on conducting student focus groups to determine which aspects of the program were most helpful in their successful transfer so that we can continue to implement and strengthen those critical program aspects. For example, this method of data collection has led to the revision of the counseling course from a 2unit non-transferable course into a 3 unit UC/CSU transferable course. Moreover, the importance of priority registration for students to have access to classes needed to transfer also became apparent as key when speaking to students. So, as a result, Puente faculty were successful in obtaining priority registration for Puente students.

Puente students have reported that receiving transfer units for the counseling course and obtaining priority registration have facilitated the transfer process for them. We again will conduct student focus groups in the Spring semester to identify other key practices we can improve upon to facilitate the transfer process. Also, we will continue to collect data from the Puente statewide office to see how such changes have impacted transfer rates.

Probation Caseload SLO Assessment Highlights

The data revealed that when probation students meet with a counselor, they succeed at a greater rate than those who do not see a counselor.  

 We plan on continuing to send out emails to probation students on our counseling caseload to remind them to see a counselor and to take the AAPS 104 Student Success Seminar course.  Students in this course are required to meet with a counselor to develop an Academic Action plan for Success.  They make a plan on how to improve their academic success based on the use of student services, student success strategies, and academic policies.  One important student success strategy that came out of the pilot study is the deficiency point system in which has been widely used by NSCD counselors and AAPS 104 instructors as an important tool for student intervention.

There has been no further assessment because the pilot study, that this probation caseload project was based on, will not continue.

Student Success Seminar (AAPS 104) Highlights

Instructors of the Student Success Seminar, AAPS 104, evaluated how well students were learning the academic policies that are described in the class. On average students met the learning goals that instructors had set for the material on academic policies. However, wanting to build on this success, faculty sought to improve how well students learn the material.  The instructors have planned strategies, in efforts to increase student learning, in the academic policies area. These strategies will go into effect in the Spring 2013 semester.

ESL Credit Orientation SLO Highlight

· What are some of the results you've discovered through the assessments?

Student responses indicated that all of the information presented in orientation was clear.  Students surveyed most frequently noted value in understanding how to achieve their immediate goals of choosing classes, registering for them, and potentially dropping or withdrawing from classes. Based on the findings from the student surveys, the focus group discussed strengths and challenges. The group identified six major areas for improvements and made recommendations for each area. The topic of pursuing a specific educational goal, or utilizing student services, for the group surveyed, was listed as significant but not as often. It may be that students want to know how to deal with their most immediate task of getting into their first semester classes and to obtain a good understanding of academic policies related to drop and withdrawal policies.

· What are some of the changes you've made or plan to make because of reviewing these results?

An ESL Credit Orientation Committee has been formed to improve the method of delivery and curriculum.  New SLO pre- and post-tests, a Power Point Presentation, and other visual aids have been developed to improve the method of delivery and the curriculum.  Unfortunately, due to lack of proper technical equipment and support, using a Power Point presentation continues to be a major challenge.  An alternative is to use visual aids (e.g., larger posters with graphics, information and screen shots) to assist ESL students to navigate the complex educational system.  The newly improved orientation was piloted in November and December in Fall 2012.

· If any of those have already been implemented, have they been assessed again and what was the verdict?

The improved orientation was piloted in November and December, 2012. Data from the pre- and post-orientation tests was collected and will be analyze to provide further recommendations.   The ESL Credit Orientation Committee will continue to meet in Spring 2013 and incorporate student and presenter recommendations to improve the orientation.  SLO assessment instruments and presenter surveys will be conducted again in Spring 2013 to further assess the effectiveness of the revised curriculum.  In 2013-14, the improved orientation will be fully implemented.  The use of a Power Point presentation will depend on available facility, resources, and technical support. Data collection and analysis will be an on-going process to ensure continuous quality improvement.