| Overall Rating | Bronze |
|---|---|
| Overall Score | 26.56 |
| Liaison | Noah Hughes |
| Submission Date | Dec. 31, 2022 |
Modesto Junior College
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Noah
Hughes Prof of Earth Sciences Earth Sciences |
"---"
indicates that no data was submitted for this field
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
The Office of Institutional Research assessed student equity as required by
student success legislation SB 1456 and Title 5 regulations. The College utilized
findings from the Chancellor’s Office analysis on disproportionate impact, and
identified several, target student groups who achieve success at significantly
lower rates than those who are in the highest performing groups. Utilizing the
Chancellor’s Office-approved methodology for the SEA metrics via Data on
Demand, the Office of Institutional Research identified equity gaps in more than
one measure among students who identify as African American/Black, Latino,
foster youth, and students with disabilities, and veterans. In addition, the
College has identified resources and strategies to address and monitor equity
issues within the target population groups.
In addition, MJC has surveyed both students and faculty about "basic needs security"
student success legislation SB 1456 and Title 5 regulations. The College utilized
findings from the Chancellor’s Office analysis on disproportionate impact, and
identified several, target student groups who achieve success at significantly
lower rates than those who are in the highest performing groups. Utilizing the
Chancellor’s Office-approved methodology for the SEA metrics via Data on
Demand, the Office of Institutional Research identified equity gaps in more than
one measure among students who identify as African American/Black, Latino,
foster youth, and students with disabilities, and veterans. In addition, the
College has identified resources and strategies to address and monitor equity
issues within the target population groups.
In addition, MJC has surveyed both students and faculty about "basic needs security"
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
No
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Excerpt from Student Equity and Achievment Executive Summary (https://www.mjc.edu/studentservices/equity/documents/sea_exec_summary.pdf):
"As a requirement of the Student Equity and Achievement submission, the
College was asked to provide an assessment of the progress made in achieving
the identified goals from the prior year plans, which consisted of the 2014 – 2017
Student Equity Plan, and the 2017 – 2019 Integrated Plan. Each plan utilized the
following metrics to identify areas for growth: Access, course completion, English
as a Second Learner (ESL) and basic skills completion, degree/certificate
completion, and transfer. Some of the identified gaps have closed or greatly
decreased, such as the course completion goals for African American males,
and degree and certificate attainment for Hispanic students. In spite of our
efforts, other gaps have increased; we will work collaboratively to reassess our
interventions in those areas to ensure that the proper interventions are in place
to eliminate those gaps. "
"As a requirement of the Student Equity and Achievement submission, the
College was asked to provide an assessment of the progress made in achieving
the identified goals from the prior year plans, which consisted of the 2014 – 2017
Student Equity Plan, and the 2017 – 2019 Integrated Plan. Each plan utilized the
following metrics to identify areas for growth: Access, course completion, English
as a Second Learner (ESL) and basic skills completion, degree/certificate
completion, and transfer. Some of the identified gaps have closed or greatly
decreased, such as the course completion goals for African American males,
and degree and certificate attainment for Hispanic students. In spite of our
efforts, other gaps have increased; we will work collaboratively to reassess our
interventions in those areas to ensure that the proper interventions are in place
to eliminate those gaps. "
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
They are posted on MJC accreditation webpage: https://www.mjc.edu/general/accreditation/
Look under 2.1-I.B.9.f
Look under 2.1-I.B.9.f
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
Most info comes from MJC accreditation webpage: https://www.mjc.edu/general/accreditation/
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.