Student Equity and Achievement (AB1805 Reporting)
Table 2.1 Assessment/Placement - Math
| Math | 1. Total Assessed/Placed | 2. Number of Students Assessed/Placed into Transfer-Level Course without Concurrent Support | 3. % of Students Assessed/Placed into Transfer-Level Course without Concurrent Support | 4. Number of Students Assessed/Placed into Transfer-Level Course with Recommended or Required Concurrent Support | 5. % of Students Assessed/Placed into Transfer-Level Course with Recommended or Required Concurrent Support | 6. Number of Students Assessed/Placed into Pre-Transfer-Level Course or Multi-Term Sequence | 7. % of Students Assessed/Placed into Pre-Transfer-Level Course or Multi-Term Sequence |
|---|---|---|---|---|---|---|---|
| Overall | 9054 | 4229 | 47% | 4825 | 53% | 0 | 0% |
| African-American | 776 | 272 | 35% | 504 | 65% | 0 | 0% |
| American Indian/Alaskan Native | 37 | 20 | 54% | 17 | 46% | 0 | 0% |
| Asian | 1135 | 559 | 49% | 576 | 51% | 0 | 0% |
| Filipino | 519 | 303 | 58% | 216 | 42% | 0 | 0% |
| Hispanic | 4371 | 2018 | 46% | 2353 | 54% | 0 | 0% |
| Multi-Ethnicity | 476 | 248 | 52% | 228 | 48% | 0 | 0% |
| Pacific Islander | 65 | 27 | 42% | 38 | 58% | 0 | 0% |
| Unknown | 367 | 137 | 37% | 230 | 63% | 0 | 0% |
| White Non-Hispanic | 1308 | 645 | 49% | 663 | 51% | 0 | 0% |
Table 2.2. Enrollment - Math
| Math | 1. Total Enrolled | 2. Number of Students Who Enrolled in Transfer-Level Course without Concurrent Support | 3. % of Students Enrolled in Transfer-Level Course without Concurrent Support | 4. Number of Students Enrolled in Transfer-Level Course with Recommended or Required Concurrent Support | 5. % of Students Enrolled in Transfer-Level Course with Recommended or Required Concurrent Support | 6. Number of Students Enrolled in Pre-Transfer-Level Course or Multi-Term Sequence | 7. % of Students Enrolled in Pre-Transfer-Level Course or Multi-Term Sequence |
|---|---|---|---|---|---|---|---|
| Overall | 2301 | 1378 | 60% | 301 | 13% | 622 | 27% |
| African-American | 126 | 64 | 51% | 20 | 16% | 42 | 33% |
| American Indian/Alaskan Native | 10 | 5 | 50% | 0 | 0% | 5 | 50% |
| Asian | 241 | 149 | 62% | 29 | 12% | 63 | 26% |
| Filipino | 167 | 116 | 69% | 21 | 13% | 30 | 18% |
| Hispanic | 1178 | 706 | 60% | 160 | 14% | 312 | 26% |
| Multi-Ethnicity | 131 | 81 | 62% | 13 | 10% | 37 | 28% |
| Pacific Islander | 18 | 10 | 56% | 4 | 22% | 4 | 22% |
| Unknown | 86 | 44 | 51% | 13 | 15% | 29 | 34% |
| White Non-Hispanic | 344 | 203 | 59% | 41 | 12% | 100 | 29% |
Table 3.1. Assessment/Placement - Credit ESL - Writing or Integrated Sequence
| Credit ESL | 1. Total Assessed/Placed | 2. Number of Students Assessed/Placed into Transfer-Level Course without Concurrent Support | 3. % of Students Assessed/Placed into Transfer-Level Course without Concurrent Support | 4. Number of Students Assessed/Placed into Transfer-Level Course with Recommended or Required Concurrent Support | 5. % of Students Assessed/Placed into Transfer-Level Course with Recommended or Required Concurrent Support | 6. Number of Students Assessed/Placed into Pre-Transfer-Level Course or Multi-Term Sequence | 7. % of Students Assessed/Placed into Pre-Transfer-Level Course or Multi-Term Sequence |
|---|---|---|---|---|---|---|---|
| Overall | 9,054 | 0 | 0% | 0 | 0% | 0 | 0% |
| African-American | 776 | 0 | 0% | 0 | 0% | 0 | 0% |
| American Indian/Alaskan Native | 37 | 0 | 0% | 0 | 0% | 0 | 0% |
| Asian | 1135 | 0 | 0% | 0 | 0% | 0 | 0% |
| Filipino | 519 | 0 | 0% | 0 | 0% | 0 | 0% |
| Hispanic | 4371 | 0 | 0% | 0 | 0% | 0 | 0% |
| Multi-Ethnicity | 476 | 0 | 0% | 0 | 0% | 0 | 0% |
| Pacific Islander | 65 | 0 | 0% | 0 | 0% | 0 | 0% |
| Unknown | 367 | 0 | 0% | 0 | 0% | 0 | 0% |
| White Non-Hispanic | 1308 | 0 | 0% | 0 | 0% | 0 | 0% |
| Note: This chart is blank because all students have the opportunity to enroll in transer-level English. Students without high school diplomas or information to use for placement can place into English 1A with support, or they may opt to take credit ESL courses if they need additional language support. There are no transfer level ESL courses offered and no students are placed into ESL courses. | |||||||
Table 3.2. Enrollment - Credit ESL - Writing or Integrated Sequence
| Credit ESL | 1. Total Enrolled | 2. Number of Students Who Enrolled in Transfer-Level Course without Concurrent Support | 3. % of Students Enrolled in Transfer-Level Course without Concurrent Support | 4. Number of Students Enrolled in Transfer-Level Course with Recommended or Required Concurrent Support | 5. % of Students Enrolled into Transfer-Level Course with Recommended or Required Concurrent Support | 6. Number of Students Enrolled in Pre-Transfer-Level Course or Multi-Term Sequence | 7. % of Students Enrolled in Pre-Transfer-Level Course or Multi-Term Sequence |
|---|---|---|---|---|---|---|---|
| Overall | 130 | 0 | 0% | 0 | 0% | 130 | 100% |
| African-American | 1 | 0 | 0% | 0 | 0% | 1 | 100% |
| American Indian/Alaskan Native | 0 | 0 | 0% | 0 | 0% | 0 | 0% |
| Asian | 55 | 0 | 0% | 0 | 0% | 55 | 100% |
| Filipino | 5 | 0 | 0% | 0 | 0% | 5 | 100% |
| Hispanic | 58 | 0 | 0% | 0 | 0% | 58 | 100% |
| Multi-Ethnicity | 0 | 0 | 0% | 0 | 0% | 0 | 0% |
| Pacific Islander | 0 | 0 | 0% | 0 | 0% | 0 | 0% |
| Unknown | 5 | 0 | 0% | 0 | 0% | 5 | 100% |
| White Non-Hispanic | 6 | 0 | 0% | 0 | 0% | 6 | 100% |