RCC is first committed to establishing an effective, campus-wide culture of outreach
that will allow us to surround students in targeted equity groups with the academic,
instructional, self-affirming and direct support they may need in order to stay engaged
in campus life, successfully enrolled in courses and to ultimately receive degrees
and certificates and transfer to colleges and universities in a timely manner. Counselors,
educational advisors, faculty and peer equity advocates will be trained to work together
as Equity Teams with a caseload of students along discipline, departmental and/ or
program lines or according to a student’s participation in a campus equity program.
When we make this intentional outreach our mission, then we are all responsible for
our students’ successful completion of their educational goals. Through intrusive
and deliberate support services, students:
will become engaged in academic and equity activities within a supportive campus community, and will be provided many opportunities to explore their unique academic and professional interests in the best traditions of Riverside City College.
Student Equity Plan
Student Equity Report
- Access-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: “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
- Transfer Rate-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. (source: California Community Colleges Chalenecellers' office)
- Proportionality Index-The proportionality methodology compares the percentage of a disaggregated subgroup in an initial cohort to its own percentage in the resultant outcome group. A ratio of 1.0 indicates that a subgroup is present in both conditions at the same rate. A ratio of less than 1.0 indicates that the subgroup is less prevalent in the outcome than the cohort.Conversely, a ratio greater than 1.0 indicates that the subgroup is more prevalent in the outcome than the cohort. The higher the proportionality, the higher the rate at which a subgroup has attained a desired educational outcome; conversely, the lower the proportionality index, the lower the attainment rate.
- Reports-The Summary of Proportionality Index
Marc.Sanchez@rcc.edu - Student Equity Chair
Associate Professor, Mathematics
Kanani.Hoppai@rcc.edu -Grants Administrative Specialist