Student Equity Achievement 2022-2025

Development of the Student Equity Achievement (SEA) Plan 2022-2025 is required by the California Community Colleges Chancellor's Office. The SEA requires De Anza College to provide reflections on the past plan for 2019-2022 and narratives about the future plan through 2025.

SEA 2022-2025 Five Metrics

  • Successful enrollment in the first year (applied and enrolled in the same year)
  • Persisted first primary term to next primary term (fall-winter, winter-spring, or spring-next fall)
  • Completed transfer-level English and Math in the first year
  • Attained CCCCO approved degree/certificate within 3 years
  • Transferred to four-year institution within 4 years

Disproportionate Impact (DI) Methodology

De Anza is required to report on student groups who are exhibiting disproportionate outcomes. The Percentage Point Gap minus 1 (PPG-1) method is used to determine disproportionate impact and compares the outcome rate of a student group (e.g., Black) to the outcome of all other students (e.g., all other student groups excluding Black students). 

Data Disaggregation

The state chancellor's office provided disaggregated data for the following categories:

  • Ethnicity
  • Foster Youth
  • Gender
  • Students with disabilities
  • LGBTQ+
  • Veteran
  • Low income
  • Homelessness
  • First-generation college

De Anza SEA 2022-2025 DI Student Groups

De Anza is required to select up to five student groups who are exhibiting disproportionate impact for each metric. The DI student groups were determined using the data provided by the CCCCO and then prioritized to align with the seven student groups identified within the Educational Master Plan (i.e., Black, Filipinx, Latinx, Native American, Pacific Islander, Foster Youth and LGBTQ+). An exception is the successful enrollment metric which has Asian students experiencing disproportionate impact. The following student groups, by metric, are being recommended for the SEA 2022-2025: 

Successful enrollment examines first-time college students who applied and enrolled at De Anza in the selected year. The proportion of Asian students who applied and enrolled at De Anza in the last two years is 35%, whereas all other students' application-to-enrollment rate is 41%.

Persistence examines the proportion of first-time college students who persisted from their first primary term of enrollment to the subsequent primary term. The metric takes into account that some first-time college students do not begin their educational journey in the fall term, and persistence consider students whose first enrollment was fall to winter, winter to spring, or spring to the subsequent fall term. Over the past five years, persistence rates are the lowest for Pacific Islander students (62%), followed by Black (70%), LGBTQ+ (71%), Latinx (75%) and Foster Youth (74%) students. For the student groups shown above, their comparison group's persistence rate is at least 10 points higher.

Completion of transfer-level English and Math within the first year of credit enrollment for first-time college students has increased between 2015-16 and 2019-20. Latinx students' completion rates improved from 7% to 26%, a 19-percentage point increase. LGBTQ+ and Black students also saw double-digit percentage point increases of 14 points and 11 points, respectively. While completion rates have improved for most students, there remain differences in completion outcomes between student groups. For the student groups shown above, their comparison group's persistence rate is at least 7 points higher.

Degree and certificate completion examines the unduplicated headcount of first-time college students who earned a Chancellor’s Office approved associate degree, credit certificate and/or CCC baccalaureate within three years. Degree and/or certificate attainment is lowest for Native American students, followed by Pacific Islander and LGBTQ+ students. Over the past three years in which there is data for all student groups shown above, their comparison group's attainment rate is at least 12 points higher.

Transfer examines the proportion of first-time college students who earned 12 or more units and exited the community college system in the selected year, and enrolled in any four-year postsecondary institution within four years. Transfer to a four-year institution is lowest for Native American students, followed by Foster Youth, LGBTQ+ and Latinx students. Over the past two years in which there is data for all student groups shown above, their comparison group's transfer rate is at least 14 points higher.

Next Steps

De Anza intends to close the equity gaps for our disproportionately impacted student groups as identified in the SEA 2022-2025 by integrating this state equity initiative with De Anza's local student equity plan: "Equity Re-imagined." The SEA 2022-2025 informs which student groups are disproportionately impacted, and the "Equity Re-imagined" plan provides a framework on where the college could shift current culture and practices to improving student outcomes and closing the equity gaps observed.

Through the integration of these two plans with Guided Pathways, including a focus on teaching and learning, the six factors associated with student success, a commitment to our institutional initiatives—outreach, student-centered instruction and services, civic capacity for community and social change, and retention—as well as a foundational commitment to equity, De Anza can make systemic changes to its culture to create a community that is responsible for closing these long-standing equity gaps.

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