Strengthening Student Success: Making a Difference San Jose, California October 5, 2007

1. Recognizing the Strengths and Needs of Traditionally Underrepresented Students: The SSPIRE Initiative Strengthening Student Success: Making a Difference San Jose, California October 5, 2007

2. Presenters • Oscar Cerna, MDRC (moderator) • Susan Flatt, Merced College • Ruben Arreola, Taft College • Victoria Hindes, Victor Valley College

3. MDRC • Non-profit social policy research firm committed to learning what works to help low-income youth and adults • Current community college initiatives include: • Opening Doors, an evaluation of innovative approaches at six community colleges • Achieving the Dream, a national initiative to build a “culture of evidence” at over 80 community colleges • National Center for Postsecondary Research (NCPR) evaluation of learning communities designed for low-skilled students More information at www.MDRC.org

4. The Student Support Partnership Integrating Resources and Education • Funding from the James Irvine Foundation • Invitation to California community colleges • Propose innovative approaches to integrating academic instruction with student services • Target primarily young, low-income, & students of color • Nine Colleges Selected • Receive three-year funding • Implement and revise approaches • Institutionalize successful approaches • MDRC’s role • Manage the initiative • Provide technical assistance • Conduct evaluation of SSPIRE

5. Nine Colleges Selected for SSPIRE • American River College (Sacramento County) • College of Alameda (Alameda County) • De Anza College (Santa Clara County) • Merced College (Merced County) • Mt. San Antonio College (Los Angeles County) • Pasadena City College (Los Angeles County) • Santa Ana College (Orange County) • Taft College (Kern County) • Victor Valley College (San Bernardino County)

6. Range of Approaches • Customized attention to student needs and attributes • Restructured curriculum • Increased involvement of faculty • Identification/outreach to faculty • New professional development opportunities • Linked instruction to counseling support • Increased peer networks • Student cohorts • Peer tutoring and mentoring

7. Merced College • Student Context • Large number 1st generation college students • 3 of every 4 FTE students receive financial aid • 9 of 10 incoming students assessed into developmental level math or English • Institutional Response: Study Central • Creating an environment of belonging • Increasing faculty/student interactions • Involving students as peer tutors/mentors

8. Taft College • Student Context • Large Hispanic/Latino student population • Large ESL and migrant student population • Rural, commuter school: transportation and childcare barriers to attendance • Institutional Response: Migrant Success Program + Title V cohort • Creating intensive one-to-one advising • Focusing curriculum on ESL student needs • Increased outreach in local community

9. Victor Valley College • Student Context • Large rural student population • Low income, high poverty levels • Low developmental math and English completion rates • Institutional Response: SSPIRE cohort and instructors + Title V goals • Creating intensive one-to-one advising • Creating instruction/counseling/tutoring links • Revising developmental level curriculum