research due to their small sample size, but their extremely low numbers in the educational pipeline is cause for concern. The table below provides a summary of the student groups by gender and disproportionate impact that have been identified through institutional research. SUCCESS INDICATORS FEMALES Access Veteran Disability status White Disability status White Course Completion Pacific Islander More than one race Foster ESL Completion Low Income Hispanic Hispanic Basic Skills Completion (English) African American Hispanic White Filipino Asian American Some other race Hispanic African American White Basic Skills Completion (Math) African American Hispanic White African American Hispanic Disability status Degree Completion Asian American Filipino African American Some other Race Hispanic White Low income American Disability status Some other race Certificate Completion Asian American Filipino Hispanic White African American African American Asian American Some other race Disability status Transfer Hispanic Disability status African American Filipino Hispanic Some race White Disability status *Veteran and foster youth are not disproportionately impacted in most of the student indicators, but cohort numbers are extremely low.
 Activity (ESL): Establish connections with the identified PTESL programs and create a process for them to work with ESL faculty to develop supplemental instruction activities and workshops, and utilize embedded tutoring in ESL classes to increase completion rates.  Activity: Implement a holistic multiple measures assessment process (MMAP) to increase the numbers and percentages of cohort students who complete the basic skills English and math pipeline. • DEGREE AND CERTIFICATE COMPLETION o Goal 1: Improve the degree and certificate completion of men of color, African American females, females with disabilities, and foster youth.  Activity: Develop highly structured, streamlined pathways for cohort students to complete certificate and degrees more quickly and efficiently. • TRANSFER o Goal 1: Improve transfer rates of Hispanics, Filipinos, White females, males with disabilities, and foster youth.  Activity: Develop highly structured, streamlined pathways for cohort students to complete transfer requirements more quickly and efficiently.  Activity: Offer tours to public and private colleges and universities for students to explore transfer opportunities.  Activity: Collaborate with categorical programs to provide opportunities for students to attend conferences and educational events that promote transfer and help motivate students to stay focused on completing transfer requirements. • GOALS, ACTIVITIES, FUNDING AND EVALUATION: AFFECTING SEVERAL INDICATORS o Promote awareness and understanding of college diversity through professional development and improve persistence of men of color through peer mentoring and qualitative research.  Activity: Offer trainings and professional development opportunities for faculty, staff, and administrators that promote awareness and understanding of college diversity.  Activity: Develop a peer mentoring programs for African American males.  Activity: Develop a peer-mentoring program for Hispanic males.  Activity: Conduct a qualitative study of men of color to better understand the factors that both positively and negatively shape their academic performance to reach transfer.  Activity: Hire personnel to implement Student Equity Plan and to evaluate student equity activities. FUNDING AND OTHER RESOURCES Norco College will leverage the Student Equity Plan allocation of $688,955 with Student Success & Support Program, Title V HSI federal grant, and institutional resources to coordinate the activities developed for this plan.