judgment of the CSM Student Equity team. The 80% Index is a suggested guideline only. The data are intended to stimulate conversation and additional investigation into areas where disproportionate impact may be affecting student success. Care should be taken when interpreting results with low subgroup counts (n<50). Table 1. ENGL 838/848 Student Progression to ENGL 100, 2010/11 – 2013/14 Enrolled ENGL 838/848 (unduplicated) Progressed to ENGL 100 Count Row N % 80% Index Ethnicity African American 63 28 44.4% 88.9% American Indian/Alaskan Native ** ** ** 100% Asian 150 67 44.7% 89.3% Filipino 124 48 38.7% 77.4% Hispanic 314 109 34.7% 69.4% Multi Races 170 55 32.4% 64.7% Pacific Islander 61 27 44.3% 88.5% White 307 101 32.9% 65.8% Unknown ** ** ** 70.4% Total 1,245 455 36.5% 73.1% Gender Female 518 196 37.8% 100.0% Male 698 251 36.0% 95.0% Not recorded 29 8 27.6% 72.9% Total 1,245 455 36.5% 96.6% Age Younger than 20 757 281 37.1% 82.5% 20 - 24 328 114 34.8% 77.2% 25 - 29 63 20 31.7% 70.5% 30 - 39 43 18 41.9% 93.0% 40 - 49 20 9 45.0% 100.0% 50 - 59 ** ** ** 79.4% 60 and older ** ** ** 0.0% Total 1,227 447 36.4% 81.0% Disability Status Receives DSPS services 131 57 43.5% 100.0% No DSPS services 1,114 398 35.7% 82.1% Total 1,245 455 36.5% 84.0% Economic Status Low income student 510 198 38.8% 100.0% Not low income 735 257 35.0% 90.1% Total 1,245 455 36.5% 94.1%
Care should be taken when interpreting results with low subgroup counts (n<50). Table 1. Degree and Certificate Completion of Degree-Seeking Students, Fall 2010 – Spring 2014 Headcount (unduplicated) Any Award Completion 80% Index Count Rate Ethnicity African American 54 16 29.6% 79.0% American Indian/Alaskan Native ** ** ** 100.0% Asian 187 64 34.2% 91.3% Filipino 124 30 24.2% 64.5% Hispanic 342 106 31.0% 82.7% Multi Races 129 25 19.4% 51.7% Pacific Islander 45 10 22.2% 59.3% White 409 116 28.4% 75.6% Unknown ** ** ** 67.1% Total 1,407 395 28.1% 74.9% Gender Female 664 228 34.3% 100.0% Male 686 160 23.3% 67.9% Not recorded 111 23 20.7% 60.3% Total 1,461 411 28.1% 81.9% Age Younger than 20 years 390 79 20.3% 43.7% 20 – 24 years 541 171 31.6% 68.2% 25 – 29 years 180 48 26.7% 57.5% 30 – 39 years 140 46 32.9% 70.8% 40 – 49 years 69 32 46.4% 100.0% 50 – 59 years ** ** ** 86.3% 60 years and older ** ** ** 27.0 Total 1,368 393 28.7% 61.9% Disability Status Receives DSPS services 147 41 27.9% 99.1% No DSPS services 1314 370 28.2% 100.0% Total 1,461 411 28.1% 99.9% Economic Status Low income student 596 184 30.9% 100.0% Not low income 865 227 26.2% 85.0% Total 1,461 411 28.1% 91.1% Foster Youth Foster youth 12 1 8.3% 29.3% Not foster youth 1,449 410 28.3% 100.0% Total 1,461 411 28.1% 99.3% Veterans Veteran 79 24 30.4% 100.0% Not a veteran 1.382 387 28.0% 92.1%
GOALS AND ACTIVITIES C. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION “Ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or basic skills course to the number of those students who complete such a final course” GOAL C. The overall goal of student success indicator for ESL and Basic Skills completion is the increase success and progress in Basic Skills English and math. ACTIVITY C.1 (Please include the target date in chronological order and identify the responsible person/group for each activity) Activity Identifier Activity Responsible person/group Target date C.1 Fund the SI Project in Basic Skills English courses, ESL courses, and Basic Skills math courses. VPI, VPSS, LC Manager, Dean of ASTL Fall 2015 C.2 Increase funding for SI Project to provide support in additional Basic Skills English and math courses. VPI, Dean of ASTL 2014-15 C.3 Offer professional development activities that specifically address Basic Skills English instruction and infuse Endaba principles where appropriate. Professional Development Coordinator, Basic Skills Coordinator Once a semester beginning Spring 2015 C.4 Identified counselor will work with Basic Skills English and math faculty to conduct registration for subsequent English and math courses. Basic Skills Coordinator, Multicultural Center Staff & Dean of Counseling Once a semester beginning Spring 2015 C.5 Develop comprehensive Student Educational Plan for all Basic Skills FYE students, based on their identified educational goal. Basic Skills Counselor 2015-16
A.13 Examine District policies and procedures that may impact access (e.g. drop for CCC Apply application). Dean of Enrollment Services A.14 Continue to foster partnerships and collaborations with state and county organizations that serve veterans students, including non-profit NPower. Dean of Enrollment Services $3K SE A.15 Provide ongoing professional development activities for faculty and staff to promote strategies for serving veteran students and foster youth. Dean of ASTL, Dean of Enrollment Services, Director of Support Programs, Professional Development Coordinator $6K Pro. Dev., SE A.16 Continue partnership with Jeremiah's Promise to coordinate outreach to foster youth. Director of Student Support Services A.17 Designate a staff person to assist in identifying current students who are former foster youth. Multicultural Center, Financial Aid A.18 Designate a staff person who will contact former foster youth students to track their progress throughout the semester and assist students with a variety of holistic needs. Multicultural Center
A.19 Provide additional funding to the Diversity in Action Committee to continue providing equity and diversity activities on campus DIAG $6K SE B.1 Implement Umoja Learning Community to increase success and retention of African-American students in the English cohort section. Umoja faculty and coordinator $15K F1, SE B.2 Continue to offer the Writing in the End Zone Learning Community to maintain success of African-American and Pacific Islander male athletes. Language Arts Dean & Dean of Kinesiology $6K SE B.3 Research and develop an FYE plan with selected feeder high schools bridging the high school to college experience which will include outreach, early placement, bridge, peer mentoring, and data sharing. FYE Taskforce $150K (Estimate) F1, SE B.4 Implement the FYE plan. FYE Taskforce See B.3 B.5 Assess FYE plan end of Spring 2016 and revise accordingly. FYE Taskforce
B.6 Expand FYE plan to additional feeder high schools. FYE Taskforce $50K SE, F1 B.7 Develop probation workshop for students younger than 20 who are placed on Probation 1 status. Dean of Academic Support & Dean of Counseling $1K SE B.8 Offer probation workshops, with emphasis on importance of meeting with counselor and developing SEP, for students younger than 20 who are placed on Probation 1 status. Dean of Academic Support & Dean of Counseling See B.7 B.9 Explore effectiveness of Early Alert system; provide professional development activities for faculty to encourage early in the semester information to students of their status and to increase the intervention by instructional and student services faculty. Profession Development Coordinator, Dean of ASTL, Dean of Counseling To Be Determined Pro. Dev. B.10 Require orientation for all students as outlined in SSSP Plan. Dean of Counseling SSSP
B.11 Provide Professional Development activities for faculty to apply Habits of Mind strategies, mental health referrals, Indaba principles, and counseling workshops to increase awareness of support services. Professional Development coordinator, Dean of ASTL, CSM Cares To Be Determined Pro. Dev. B.12 Analyze high school transcript data from research exploring alternative assessment for English and math placement. PRIE, Language Arts Dean, Math/Science Dean, and appointed English and Math faculty B.13 Provide faculty workshop regarding SSSP regulations, specifically students’ academic status and its effect on BOG eligibility and priority registration. Professional Development coordinator, Dean of Counseling, Dean of ASLT, VPSS To Be Determined Pro. Dev. B.14 Continue to outreach to Latino students about the Puente Program. $2K SE B.15 Collaborate with programs to identify and overcome current teaching and learning obstacles including addressing the achievement gaps of underrepresented and students. Dean of ASTL, Professional Development Coordinator See C.17 Pro. Dev.
C.4 Identified counselor will work with Basic Skills English, ESL, and math faculty to conduct registration for subsequent English and math courses. Basic Skills Coordinator, MCC Counselor & Dean of Counseling SSSP C.5 Develop comprehensive Student Educational Plan for all Basic Skills FYE students, based on their identified educational goal. Basic Skills Counselor SSSP C.6 Develop a math acceleration path for Basic Skills students which may include adoption of Math Jam. Math faculty & Dean of Math/Science, Basic Skills Coordinator $15K SE C.7 Implement math acceleration courses. Math faculty, Basic Skills Coordinator, & Dean of Math/Science To Be Determined F1 C.8 Assess math acceleration courses for retention and completion. Math faculty, Basic Skills Coordinator, & Dean of Math/Science C.9 Expand assistance to ESL students in the Learning Center, with the possibility of ESL tutoring and peer mentoring. Dean of Language Arts and Learning Center Manager $4K SE, F1
C.10 Investigate offering ESL 400 and/or a Grammar Jam in the summer to help students accelerate. Dean of Language Arts & Dean of Research $1K F1 C.11 Track the effectiveness of the established Adult School to ESL Pathway and revise as appropriate. PRIE & Dean of Language Arts C.12 Explore and develop plan for implementing bridge program linking Adult Education offerings to credit course offerings at CSM (ACCEL program). Dean of ASTL & appropriate Instructional Dean & Director of San Mateo Adult School $30K SE C.13 Explore scheduling options to provide additional support for International Students enrolled in Basic Skills and ESL courses. Director, International Students Program, Dean of Language Arts, selected faculty To Be Determined F1 C.14 Examine feasibility for accelerating English 838 / 848 and ESL sequences. Dean of Language Arts, Basic Skills Coordinator, selected faculty C.15 Continue implementation of the Math 811 project. Dean of Counseling, Basic Skills Coordinator, Math faculty $35K F1, SE
D.8 Offer workshops and presentations for students, student leaders, staff and faculty each semester to promote mental health and emphasize its impact on student success and retention. (Emphasize to faculty regarding the benefit of brining classes to mental health workshops/ presentations). CSM Cares Team See E.14 D.9 Explore offering financial incentive to students enrolled in proposed FYE Project. Cabinet & IPC & FYE Task Force $250K SE, F1, External Funds D.10 Work with faculty coordinators from Umoja, Puente, WEZ, and Mana Learning Communities to implement special recognition of specific student populations. Dean of Academic Support & Faculty Coordinators $10K SE D.11 Provide recognition ceremony for certificate recipients. VPSS $5K SE D.12 Provide workshops for students who have not identified an educational goal and course of study. Dean of Counseling & Career Counselor SSSP
D.13 Implement Withdrawal survey; send survey to all students who withdraw from courses. Dean of Enrollment Services, Dean of PRIE D.14 Continue to encourage students to enroll in CRER 120, 121, and 105. Counseling faculty, Dean of Counseling, PSCs in Counseling D.15 Incorporate the Information Competency requirement in all English 100 courses. Dean of Language Arts, English faculty D.16 Provide professional development activity during which faculty coordinators in learning communities (e.g. WEZ, Puente, Umoja) share with all faculty data and best practices for student retention and success. Professional Development Coordinator, Dean of ASLT, & Dean of PRIE To Be Determined Pro. Dev. D.17 Institutionalize CSM Cares Program. Cabinet See E.14 SE
D.18 Collaborate with programs to identify and overcome current teaching and learning obstacles including addressing the achievement gaps of underrepresented and students. Dean of ASTL, Professional Development Coordinator See E.13 D.19 Analyze data regarding the number of degrees and certificates awarded with a goal of reducing/eliminating programs in which there are few/no award earners. VPI, instructional deans, Dean of Enrollment Services, Dean of Counseling
The following chart provides more specific information regarding the evaluation process, as linked to the goals and budget sections of the plan. Activity ID Activity Responsible person/group Target date Evaluation Schedule E.9 Continue to offer a variety of activities through the Transfer Center, including workshops, presentations, and college visits. Transfer Center Coordinator 2014-2017 Dec. 2014: First Review E.14 Offer workshops and presentations for students and faculty each semester to promote mental health and emphasize its impact on student success and retention. CSM Cares Team Fall 2017 Dec. 2014: First Review E.12 Continue development of degree pathways. Dean of Counseling & Instructional Deans 2014-2016 Dec. 2014: First Review E.11 Implement Transfer Week each semester. Transfer Center Coordinator Fall 2014 Dec. 2014: First Review D.8 Offer workshops and presentations for students, student leaders, staff and faculty each semester to promote mental health and emphasize its impact on student success and retention. (Emphasize to faculty regarding the benefit of brining classes to mental health workshops/presentations). CSM Cares Team Fall 2017 Dec. 2014: First Review D.14 Continue to encourage students to enroll in CRER 120, 121, and 105. Counseling faculty, Dean of Counseling, PSCs in Counseling Fall 2014 Dec. 2014: First Review
D.1 Extract from DegreeWorks those students who have earned degrees or certificates but have not applied to receive them. A&R Staff Fall 2014 Dec. 2014: First Review D. 15 Incorporate the Information Competency requirement in all English 100 courses. Dean of Language Arts, English faculty Fall 2014 Dec. 2014: First Review C.18 Offer workshops and presentations for students and faculty each semester to promote mental health and emphasize its impact on student success and retention. CSM Cares Team Fall 2017 Dec. 2014: First Review C.15 Continue implementation of the Math 811 project. Dean of Counseling, Basic Skills Coordinator, Math faculty 2014 –2017 Dec. 2014: First Review C.1 Fund the SI Project in Basic Skills English courses, ESL courses, and Basic Skills math courses. VPI, VPSS, LC Manager, Dean of ASTL Fall 2015 Dec. 2014: First Review B.2 Continue to offer the Writing in the End Zone Learning Community to maintain success of African-American and Pacific Islander male athletes. Language Arts Dean & Dean of Kinesiology Fall 2014 Dec. 2014: First Review B.17 Continue to revise Program Review document and process to ensure that a robust dialogue occurs at the department level to analyze student achievement data and make program revisions based on identified gaps. All deans, instructional and student services faculty and staff 2014-2017 Dec. 2014: First Review B.12 Analyze high school transcript data from research exploring alternative assessment for English and math placement. PRIE, Language Arts Dean, Math/Science Dean, and appointed English and Math faculty Fall 2015 Dec. 2014: First Review
A.15 Provide ongoing professional development activities for faculty and staff to promote strategies for serving veteran students and Foster youth. Dean of ASTL, Dean of Enrollment Services, Director of Support Programs, Professional Development Coordinator Dec. 2014: First Review A.14 Continue to foster partnerships and collaborations with state and county organizations that serve veterans students, including non-profit NPower. Dean of Enrollment Services 2014-2017 Dec. 2014: First Review A.12 Continue to provide outreach targeted populations via EOPS outreach to students that meet the education and eligibility criteria. EOPS Staff Fall 2014 Dec. 2014: First Review E.3 Develop a math acceleration path. Dean of Math/Science & Math Faculty 2014-2015 Jan. - May 2015: First Review D.9 Explore offering financial incentive to students enrolled in proposed FYE Project. Cabinet & IPC & FYE Task Force 2014-2015 Jan. - May 2015: First Review C.9 Expand assistance to ESL students in the Learning Center, with the possibility of ESL tutoring and peer mentoring. Dean of Language Arts and Learning Center Manager 2014-15 Jan. - May 2015: First Review C.6 Develop a math acceleration path for Basic Skills students which may include adoption of Math Jam. Math faculty & Dean of Math/Science, Basic Skills Coordinator 2014-15 Jan. - May 2015: First Review C.2 Increase funding for SI Project to provide support in additional Basic Skills English, ESL, and math courses. VPI, Dean of ASTL 2014-15 Jan. - May 2015: First Review
A.10 Continue to host annual Mana Conference to increase awareness of postsecondary opportunities for Pacific Islander students. Dean of Enrollment Services Spring 2015 Jan. - May 2015: First Review A. 7 Continue to provide monthly workshops to foster youth regarding college opportunities. Director of Student Support Fall 2014 Jan. - May 2015: First Review E.13 Collaborate with programs to identify and overcome current teaching and learning obstacles including addressing the achievement gaps of underrepresented and low-performing students. Dean of ASTL, Professional Development Spring 2015 May 2015: First Review E.10 Schedule the annual Transfer Tribute ceremony. Academic Senate Spring 2015 May 2015: First Review D.3 Communicate with students who have reached key milestones progressing toward their degree and certificates. A & R Staff Spring 2017 May 2015: First Review D.19 Analyze data regarding the number of degrees and certificates awarded with a goal of reducing/eliminating programs in which there are few/no award earners. VPI, instructional deans, Dean of Enrollment Services, Dean of Counseling Spring, 2015 May 2015: First Review D.13 Implement Withdrawal survey; send survey to all students who withdraw from courses. Dean of Enrollment Services, Dean of PRIE Spring 2015 May 2015: First Review D.12 Provide workshops for students who have not identified an educational goal and course of study. Dean of Counseling & Career Counselor each semester, beginning Spring 2015 May 2015: First Review
D.11 Provide recognition ceremony for certificate recipients. VPSS Spring 2015 May 2015: First Review D.10 Work with faculty coordinators from Umoja, Puente, WEZ, and Mana Learning Communities to implement special recognition of specific student populations. Dean of Academic Support & Faculty Coordinators Spring 2015 May 2015: First Review D. 16 Provide professional development activity during which faculty coordinators in learning communities (e.g. WEZ, Puente, Umoja) share with all faculty data and best practices for student retention and success. Professional Development Coordinator, Dean of ASLT, & Dean of PRIE Spring 2015 May 2015: First Review C.4 Identified counselor will work with Basic Skills English, ESL, and math faculty to conduct registration for subsequent English and math courses. Basic Skills Coordinator, MCC Counselor & Dean of Counseling Once a semester beginning Spring 2015 May 2015: First Review C.3 Offer professional development activities that specifically address Basic Skills English instruction and infuse INDABA principles where appropriate. Professional Development Coordinator, Basic Skills Coordinator Once a semester beginning Spring 2015 May 2015: First Review C.17 Collaborate with programs to identify and overcome current teaching and learning obstacles including addressing the achievement gaps of underrepresented and low-performing students. Dean of ASTL, Professional Development Coordinator Spring 2015 May 2015: First Review C.10 Investigate offering ESL 400 and/or a Grammar Jam in the summer to help students accelerate. Dean of Language Arts & Dean of Research Spring 2015 May 2015: First Review B.3 Research and develop an FYE plan with selected feeder high schools bridging the high school to college experience which will include outreach, early placement, bridge, peer mentoring, and data sharing. FYE Taskforce Fall 2015 May 2015: First Review
B.15 Collaborate with programs to identify and overcome current teaching and learning obstacles including addressing the achievement gaps of underrepresented and low-performing students. Dean of ASTL, Professional Development Coordinator Spring 2015 May 2015: First Review B.11 Provide Professional Development activities for faculty to apply Habits of Mind strategies, mental health referrals, Indaba principles, and counseling workshops to increase awareness of support services. Professional Development coordinator, Dean of ASTL, CSM Cares Spring 2015 May 2015: First Review A.13 Examine District policies and procedures that may impact access (e.g. drop for non-payment; CCC Apply application). Dean of Enrollment Services Spring 2015 May 2015: First Review C.11 Track the effectiveness of the established Adult School to ESL Pathway and revise as appropriate. PRIE & Dean of Language Arts Spring 2017 Aug. - Dec. 2015: First Review B.9 Explore effectiveness of Early Alert system; provide professional development activities for faculty to encourage early in the semester information to students of their status and to increase the intervention by instructional and student services faculty. Profession Development Coordinator, Dean of ASTL, Dean of Counseling Spring 2015 Aug. - Dec. 2015: First Review A.9 Increase collaboration between high schools and CSM to identify AB 540 students. Director of Student Support Programs; CRM Director Spring 2015 Aug. - Dec. 2015: First Review A.3 Increase collaboration with SMAC to generate community awareness of CSM college course offerings. Dean of Kinesiology, Vice Chancellor for Auxiliary Services Spring 2015 Aug. - Dec. 2015: First Review
A.17 Designate a staff person to assist in identifying current students who are former foster youth. Multicultural Center, Financial Aid Spring, 2015 Aug. - Dec. 2015: First Review E.6 Email communications to students who have reached key milestones progressing toward transfer. A&R Staff Spring 2017 Dec. 2015: First Review E.2 Develop comprehensive SEP for all transfer students. Dean of Counseling & Counseling Faculty 2015-2016 Dec. 2015: First Review E.1 Fund the SI Project for various math, English, other specifically identified courses. VPI & VPSS 2015-16 Dec. 2015: First Review D.7 Provide professional development activities for faculty to encourage the use of Early Alert system early in the semester to inform students of their status and to increase the intervention by instructional and student services faculty. Professional Development Coordinator Spring 2015 Dec. 2015: First Review C.14 Examine feasibility for accelerating English 838 / 848 and ESL sequences. Dean of Language Arts, Basic Skills Coordinator, selected faculty Fall 2015 Dec. 2015: First Review C.13 Explore scheduling options to provide additional support for International Students enrolled in Basic Skills and ESL courses. Director, International Students Program, Dean of Language Arts, selected faculty 2014-2017 Dec. 2015: First Review E.4 Implement math acceleration courses. Dean of Math/Science & Math Faculty 2015-16 Jan. – May 2016: First Review
C.7 Implement math acceleration courses. Math faculty, Basic Skills Coordinator, & Dean of Math/Science 2015-16 Jan. – May 2016: First Review B.8 Offer probation workshops, with emphasis on importance of meeting with counselor and developing SEP, for students younger than 20 who are placed on Probation 1 status. Dean of Academic Support & Dean of Counseling 2015-16 Jan. – May 2016: First Review B.4 Implement the FYE plan. FYE Taskforce Fall 2016 Jan. – May 2016: First Review A.11 Implement components of FYE (e.g. early assessment) to attract high school students. Dean of Language Arts, Dean of Math Science, Dean of Counseling Fall 2015 Jan. – May 2016: First Review A.1 Re-examine existing CTE offerings to better meet student needs, particularly reentry students and those returning for retraining. CTE Dean Fall 2015 Jan. – May 2016: First Review D.2 Schedule two DegreeWorks workshops each semester to instruct students in how to best search for degrees and certificates by catalog year and various majors. Dean of Counseling Spring 2017 May 2016: First Review D.18 Collaborate with programs to identify and overcome current teaching and learning obstacles including addressing the achievement gaps of underrepresented and low-performing students. Dean of ASTL, Professional Development Coordinator Fall 2015 May 2016: First Review B.5 Assess FYE plan end of Spring 2016 and revise accordingly. FYE Taskforce Spring 2016 May 2016: First Review
E.5 Assess math acceleration courses for retention and completion. Dan of Math/Science & Math Faculty 2016-17 Jan. - May 2017: First Review D.5 Schedule joint faculty and counselor presentation in capstone course in certificate programs to promote degree and transfer opportunities. Dean of Counseling & CTE Dean Fall 2016 Jan. - May 2017: First Review C.16 Explore the development of a cohort program for Basic Skills students, including Learning Communities for ESL. Dean of Language Arts, Dean Math/Science, Dean of Counseling, selected faculty Fall 2016 Jan. - May 2017: First Review B.6 Expand FYE plan to additional feeder high schools. FYE Taskforce 2016-17 Jan. - May 2017: First Review A.2 Increase CTE offerings in high demand jobs specific to our community. CTE Dean Fall 2016 Jan. - May 2017: First Review B.14 Continue to outreach to Latino students about the Puente Program. Puente Co-coordinators Spring 2015 – Spring 2017 Dec. 2014 –May 2017: First Review A.16 Continue partnership with Jeremiah's Promise to coordinate outreach to foster youth. Director of Student Support Services 2014 - 2017 Dec. 2014 –May 2017: First Review A.18 Designate a staff person who will contact former foster youth students to track their progress throughout the semester and assist students with a variety of holistic needs. Multicultural Center 2014-2017 Dec. 2014 –May 2017: First Review
References and Resources Achievement Gap. Education Week, July 7. 2011. Achievement Gap Defined. U.S. Department of Education. A Framework for Measuring Student Success. San Mateo County Community College District. Johnstone, Rob. Basic Skills as a Foundation for Success in the California Community Colleges. Research Planning Group, 2007, 2010. Big Gaps, Small Gaps in Serving African American Students. Education Trust, 2010. Campus Climate and Satisfaction Surveys. College of San Mateo, 2012. College Index, 2009-2012. College of San Mateo, 2012. Completion by Design. 2011. Connection by Design: Student’s Perceptions of Their Community College Experiences. 2012. Diversity In Action Group Institutional Plan, 2009-10 to 2012-13. College of San Mateo, 2009. Divided We Fail: Improving Completion and Closing Racial Gaps in California’s Community Colleges. Moore, C. and Shulock, N. Institute for Higher Education Leadership Policy, November, 2010. Educational Master Plan, 2008. College of San Mateo.