ILEA Equity Plan | Elgin Community College (ECC)

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o Increased number of college courses delivered via the in-high school dual credit program model to 9. o Established a Dual Credit Advisory Council, comprised of District representatives, who have identified multiple methods to improve processes and communication. o Continued dual credit courses online during the COVID-19 “shelter at home” process and maintained student and teacher support and rigor • 2018-2019 o Estimated tuition saved: $672,696.00 o Credit hours earned: 5,050 o Students participated: 305 o Expanded in-high school options for English 101 and 102 • 2017-2018 o Estimated tuition saved: $551,604 o Credit hours earned: 4,276 o Students participated: 280 o Visited South Texas College to learn about their robust dual credit programs (offerings at 78 high schools) Student Leaders Student Life is very proud of our co-curricular offerings to students and the emphasis we place on student success inside the classroom to complement their out-of-class experiences. Students Leaders perform higher compared to All Students in average hours completed, percentage of hours completed and grade point average, as displayed in Table 4. Table 4. Student Leader Performance Academic Year 2018-2019 African-American Connections The African-American Fall and Spring Connection events were created to develop and foster a supportive, academically-engaged community of African-American students. By connecting students with peers, faculty, staff, and administrators committed to their success, we are setting the foundation for continued and intentional engagement throughout the academic year as well as connecting students with resources and support early on during their programs. 20 ILEA Equity Plan Current State
Table 5. African-American Connection Event Attendance Academic Year 2018-2019 Semester Length of event Attendees Attendees (FY 18) Fall 2018 1 Day 79 49 Spring 2019 1 Day 57 67 Members of The Black Student Achievers (“BSA”) attempt a higher number of credits, participate at a higher rate of full-time status, have a higher GPA, and better retention rates compared to non-BSA African American students from semester to semester and from year to year. Table 6. Comparison between African American students who are members of the Black Student Achievers and non-BSA members: Academic Year 2017-2018. Black Student Achievers Non-BSA African Americans Demographics Number of Students 62 467 Average Age 23.2 27.6 % New 5% 13% % Female 50% 59% Fall 2017 Credits Attempted (avg.) 11.4 9.5 % Full time 66% 40% GPA 2.07 1.97 Cumulative GPA Before Semester 2.26 2.32 Spring 2018 Credits Attempted (avg.) 11.6 9.4 Full time (SP18) 64% 39% GPA 1.95 1.99 Cumulative GPA After Semester 2.17 2.21 FA17 to SP18 Retention 95% 65% FA17 to FA18 Retention* 60% 31% W in FY 18 39% 39% * Retention to Fall 2018 is based on registration data through late May. Accelerated Developmental Pathways For several years, ECC has delivered accelerated models of developmental education that reduce time and cost for students who place into developmental math, reading, or English. Gains made by these programs continue to inform future scaling and institutionalization, and many are reported in the college's 2019 Aspen Prize for Community College Excellence application. • Hybrid Math (MTH-099). The MTH-099 course at ECC blends separate basic and intermediate algebra courses (each four credit hours) into a single 6-credit hour hybrid course. Students placing on the higher end of the ALEKS math placement test but below college-level are eligible to take MTH-099 and thus save time and tuition. First implemented in fall 2011, ECC has found that students taking this course are as successful as students in stand-alone developmental courses. Over the 8 years that MTH-099 has run, approximately 140 students enroll each year in it versus in standalone MTH-096 and MTH-098 courses. Results show that students in MTH-099 are not only more successful than similarly placed students in stand-alone courses (71% earn 21 ILEA Equity Plan Current State
Page 1 and 2: Illinois Equity in Attainment Elgin
Page 3 and 4: Executive Summary Introduction In t
Page 5 and 6: Table of Contents Executive Summary
Page 7 and 8: iv
Page 9 and 10: 1A: ILEA Overview 1: Introduction D
Page 11 and 12: 509, which is served by ECC, covers
Page 13 and 14: and representative community, the C
Page 15 and 16: 2A: Overview 2. Current State At th
Page 17 and 18: Figure 6. Graduation Rates by Pell
Page 19: to be addressed. In other areas, su
Page 23 and 24: • College Literacy (LTC-099). LTC
Page 25 and 26: 3A. Goal Table 7. 2018-2022 Strateg
Page 27 and 28: student group’s current performan
Page 29 and 30: 4. Institutional Strategies Elgin C
Page 31: Table 9. ILEA Strategy Alignment to
Page 34 and 35: To assess the first pilot group of
Page 36 and 37: connections so they are engaged and
Page 38 and 39: (mentors) and scholars (mentees). S
Page 40 and 41: Figure 9. 3 Year Graduations Rates
Page 42 and 43: the variables in the composite scor
Page 44 and 45: The Holistic Case Management Model
Page 46 and 47: 5. Evaluation Plan At ECC, when it
Page 48 and 49: 7. Timeline Much of 2019 has been s
Page 50 and 51: 8. Glossary Cohort - A way of group
Page 52 and 53: 9. Appendix Continued From 3C. Inte
Page 54 and 55: Reporting Year Cohort African- Amer

ILEA Equity Plan | Elgin Community College (ECC)

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