Spring 2012 Highlights

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


Summary of highlights from Spring 2012 review:

One-hundred fifty-six students received some services from the HARTS Program. Of these 10 received minimal services or were removed from the Program because they dropped out of school. We scrutinize midterm and final grades closely and hold students accountable for their performance. Some students are dropped at midterm because they have either withdrawn or stopped attended classes. We discuss their grades with the intention of either suggesting ways to raise them, or helping them to make the decision to persevere or drop. Students are advised to meet with instructors and a financial aid technician to realize the effects of dropping or taking the low grade. As can be seen from the included data, HARTS students are doing quite well on the whole considering their living situations. On the basis of a simple average of individual GPA’s, students achieved a 2.6 GPA for the semester and a 2.7 GPA overall. Students completed an average of 9.3 units for the term.

Forty-three percent, or sixty-four students, were in shelters or on the street. Twenty-eight percent, or forty-one students were in programs, such as Walden House or federal parole housing, or in other transitional housing, generally couch surfing or other temporary accommodations. The other twenty-nine percent, forty-three students had a section eight voucher or lived in a subsidized single room occupancy hotel. HARTS students are a little older than the average CCSF student at 38.5 years. Twenty-four percent, forty-nine students, were disabled with a Regional Transit Connection card; fifty-four percent were male and forty-six percent were female; six were self-identified GLBT; and four were veterans. The male/female ratio is generally closer, but this is how it was in the Sp 2011.

The HARTS Program acts as resource center with accessible information concerning all aspects of human services in San Francisco. Affordable housing lists are kept up to date, shelter-medical-psychological-food referral charts are available, RTC applications are often on hand, and there is generally someone in the office to answer any question a student may have regarding some problem or concern. We have a counselor and a financial aid specialist to assist students, and students help each other with names, numbers, and processes involved in receiving human services through City and County agencies including the shelter system. 

A lot of what we do involves reassuring students returning or new to the College that they can be successful. It involves suggesting appropriate classes and instructors who are particularly good with our type of student. It involves listening to a litany of sadness and providing some care for and insight into the often worried and emotional state of students with an unhappy history. When they are down, we try to bring them up by helping to shed some light on the immediate problem and working to achieve some direction for resolution. Probably our most important role for depressed students is to provide a safe place to come, express their frustrations, and receive positive reinforcement.

Prior to Spring 2012 review, please find summaries in our program reviews. Includes improvements such as:

  • Adding new data to our collection (such as midterm grades, so we can reach out to students midsemester when we see there are potential problems...)