Tuesday, June 19, 2018
The RP Group

Equity

Technical assistance to the college’s current research and evaluation efforts in the areas of Student Cohort Tracking, Academic Support Evaluation, and Student Success and Equity Planning and Research, in order to improve student outcomes.

Areas of Impact > Equity

Toolkit featuring a literature review, a framework of strategies, and an institutional self assessment designed to assist two- and four-year institutions in strengthening financial stability and closing attainment gaps for low-income students.


Facilitation of a series of student focus groups and sharing findings at a practitioner convening to understand the educational experiences of student populations identified in Cabrillo College’s equity efforts.


Study on the effectiveness of the EOPS program in serving students with economic and/or social disadvantages.


List of Focus Group series involving students, staff, faculty, and/or administration, conducted by the RP Group to help colleges inform programs, equity plans, campus culture, and more.


Set of tools in the area of Data Disaggregation across a variety of topics, including student equity and support, institutional effectiveness, and student learning.


Study and findings that resulted in the foundation for the creation of the Community College Pathways for Foster Youth (CCP), a million dollar initiative funded by The Walter S. Johnson Foundation, the Stuart Foundation, and the William and Flora Hewlett Foundation to assist campus programs in improving college and career outcomes for former foster youth at 10 California Community Colleges.


Defining study on how community colleges can feasibly deliver support both inside and outside the classroom to improve success for all students, with a focus on African-American and Latino learners.


Research aimed at identifying strategies for increasing transfer among “high-leverage learners” in California Community Colleges — individuals who have completed all or most of their transfer requirements, but who do not make it “through the gate” to a four-year institution.