Purpose and Intent
- As a college we have a goal of closing the equity gap to no more than 5 percentage points between any student groups, this is at the institutional level NOT at the faculty level;
- Section-level data may help faculty members gain knowledge about what affects their individual section's equity data;
- We as a college recognize that structural racism exists both outside and inside the college and that we cannot erase all the impacts of structural racism on our campus and in the classroom;
- Section-level data may help individual faculty members to notice how the impacts of structural racism manifest in the classroom in order to hold space for conversations around what to do;
- As a college, we do not punish faculty for individual equity data, but collectively,
we can work towards closing the gap to no more than 5%.
-- Captured from meaningful dialogue about equity and institutional learning with Mae Lee
Success, Retention and Equity
First Tab: Variation within Divisions, Departments, Subject and Section
Explore success, retention and equity gaps by subject, section, and ethnicity. Filters include:
- Academic year
- Academic term
- Course number
- Instruction modality (Face-to-face, online, hybrid)
Second Tab: Course Success Variation by Ethnicity
Explore success variation by ethnicity. Filters include:
- Academic year
- Course number
Success and Course Completion by High School
Track English and math transfer course completion rates of new fall student cohorts by students' high school of origin. This dashboard allows comparisons by ethnicity, gender, and income level for each cohort of new fall students. Filters include:
- Cohort year
- Income level
Data Collection Methodology and Definitions
Please take a moment to read through the data term definitions and methodology used in creating the dashboards.
Calculated by adding the total count of passing grades (A, B, C and P) then dividing by the total number of all obtained grades.
Calculated by subtracting the total count of withdraw grades (W, EW and MW) from the total count of all obtained grades, then dividing by the total number of all obtained grades.
The difference in course success rates between underrepresented groups (African American, Latinx and Filipinx) and other student groups (Asian, White, Native American, Pacific Islander and Decline to state). Calculated by subtracting the success rate achieved by underrepresented groups from the success rate achieved by other groups.
The dashboard shows data for first-time students who enrolled at De Anza during the fall quarter of each academic year of the past five academic years. First-time students who are concurrently enrolled in high school are excluded from these cohorts.
High School Data
High school information was collected from students’ self-reported data on CCCApply. Only high schools that were reportedly located in the state of California were distinguished individually. Students who reported a high school that was located outside of California, or have not reported a high school, were categorized as “Out of State/Unknown”.
Transfer-Level Course Completion
Transfer-level English course completion was tracked for each starting cohort based on the completion of EWRT 1A or 1AH with an A, B, C, or P grade. Transfer-level math course completion was tracked for each starting cohort based on the completion of MATH 1A, 1AH, 10, 10H, 11, 41, 42, 43, 44 and 46 with an A, B, C or P grade.
Successful completion for each student was tracked from the fall quarter of first enrollment. Completion during the first year of enrollment was flagged during the fall, winter, and spring quarters of the first academic year of enrollment. Completion during the second year of enrollment was flagged during the summer, fall, winter and spring quarters of the second academic year of enrollment. Completion in subsequent years was flagged during any quarter on or after the third year of enrollment.
Low-income status includes students with a family income of $25,000 or less which is considered to be below the federal poverty rate for a family of four.
Age at Term
Students were put into age groups based on their age during the first fall quarter of enrollment.