ILEA Equity Plan | Elgin Community College (ECC)
There are wide and persistent gaps in college completion rates in Illinois, especially among students of color and low-income students. After an in-depth analysis of our institutional data, Elgin Community College (“ECC” or “the College” or “we” or “our”) has developed an Equity Plan containing annual growth targets for which progress updates will be shared publicly over the next five years. Our Equity Plan reflects the unique characteristics of our institution. For example, ECC is designated as a Hispanic Serving Institution by the US Department of Education, with just over 42% of the students identifying as Latinx or Hispanic. Also, the district served by ECC is widely diverse in terms of income and educational attainment. We will identify the obstacles students face and develop programs and policies that break down unnecessary college graduation barriers. Along with our fellow colleges, in the Partnership for College Completion organization, with this Illinois Equity in Attainment (“ILEA”) plan, we pledge to close the completion gaps by 2025.
There are wide and persistent gaps in college completion rates in Illinois, especially among students of color and low-income students. After an in-depth analysis of our institutional data, Elgin Community College (“ECC” or “the College” or “we” or “our”) has developed an Equity Plan containing annual growth targets for which progress updates will be shared publicly over the next five years. Our Equity Plan reflects the unique characteristics of our institution. For example, ECC is designated as a Hispanic Serving Institution by the US Department of Education, with just over 42% of the students identifying as Latinx or Hispanic. Also, the district served by ECC is widely diverse in terms of income and educational attainment. We will identify the obstacles students face and develop programs and policies that break down unnecessary college graduation barriers. Along with our fellow colleges, in the Partnership for College Completion organization, with this Illinois Equity in Attainment (“ILEA”) plan, we pledge to close the completion gaps by 2025.
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9. Appendix<br />
Continued From 3C. Interim Benchmark Goals<br />
Leading Indicators<br />
Reporting<br />
Year<br />
Cohort<br />
African-<br />
American<br />
Students<br />
Latinx<br />
Students<br />
Part-time students<br />
White<br />
Students<br />
Pell<br />
Students<br />
Fall 1 to Fall 2 persistence<br />
Non-Pell<br />
Students<br />
African-<br />
American<br />
Students<br />
Latinx<br />
Students<br />
Full-time students<br />
White<br />
Students<br />
Pell<br />
Students<br />
Non-Pell<br />
Students<br />
2019 Fall 2018 (benchmark year) 38% 51% 39% 57% 40% 54% 73% 68% 72% 69%<br />
2020 Fall 2019 41% 52% 42% 57% 43% 57% 73% 69% 72% 70%<br />
2021 Fall 2020 44% 53% 45% 57% 46% 60% 73% 70% 72% 70%<br />
2022 Fall 2021 48% 54% 48% 57% 49% 64% 73% 71% 73% 71%<br />
2023 Fall 2022 51% 55% 51% 57% 51% 67% 73% 71% 73% 72%<br />
2024 Fall 2023 54% 56% 54% 57% 54% 70% 73% 72% 73% 72%<br />
2025 Fall 2024 57% 57% 57% 57% 57% 73% 73% 73% 73% 73%<br />
Fall 2024 (Target)<br />
57% 73%<br />
(2024 targets were set to highest benchmark year value from any of selected cohorts.<br />
The target-setting demographic group is highlighted in red)<br />
Reporting<br />
Year<br />
Cohort<br />
African-<br />
American<br />
Students<br />
Credits accumulated first fall<br />
Part-time students (at least 7) Full-time students (at least 15)<br />
Latinx<br />
Students<br />
White<br />
Students<br />
Pell<br />
Students<br />
Non-Pell<br />
Students<br />
African-<br />
American<br />
Students<br />
Latinx<br />
Students<br />
White<br />
Students<br />
Pell<br />
Students<br />
Non-Pell<br />
Students<br />
2019 Fall 2018 (benchmark year) 29% 37% 40% 50% 32% 6% 12% 16% 12% 15%<br />
2020 Fall 2019 33% 39% 42% 50% 35% 8% 13% 16% 13% 15%<br />
2021 Fall 2020 36% 41% 43% 50% 38% 9% 13% 16% 13% 15%<br />
2022 Fall 2021 40% 44% 45% 50% 41% 11% 14% 16% 14% 16%<br />
2023 Fall 2022 43% 46% 47% 50% 44% 13% 15% 16% 15% 16%<br />
2024 Fall 2023 47% 48% 48% 50% 47% 14% 15% 16% 15% 16%<br />
2025 Fall 2024 50% 50% 50% 50% 50% 16% 16% 16% 16% 16%<br />
Fall 2024 (Target)<br />
50% 16%<br />
(2024 targets were set to highest benchmark year value from any of selected cohorts.<br />
The target-setting demographic group is highlighted in red)<br />
Reporting<br />
Year<br />
Cohort<br />
African-<br />
American<br />
Students<br />
Credits accumulated first year<br />
Part-time students (at least 15) Full-time students (at least 30)<br />
Latinx<br />
Students<br />
White<br />
Students<br />
Pell<br />
Students<br />
Non-Pell<br />
Students<br />
African-<br />
American<br />
Students<br />
Latinx<br />
Students<br />
White<br />
Students<br />
Pell<br />
Students<br />
Non-Pell<br />
Students<br />
2019 Fall 2018 (benchmark year) 23% 26% 32% 39% 25% 0% 5% 9% 7% 8%<br />
2020 Fall 2019 26% 28% 33% 39% 27% 2% 6% 9% 7% 8%<br />
2021 Fall 2020 28% 30% 34% 39% 30% 3% 6% 9% 8% 8%<br />
2022 Fall 2021 31% 33% 36% 39% 32% 5% 7% 9% 8% 9%<br />
2023 Fall 2022 34% 35% 37% 39% 34% 6% 8% 9% 8% 9%<br />
2024 Fall 2023 36% 37% 38% 39% 37% 8% 8% 9% 9% 9%<br />
2025 Fall 2024 39% 39% 39% 39% 39% 9% 9% 9% 9% 9%<br />
Fall 2024 (Target)<br />
39% 9%<br />
(2024 targets were set to highest benchmark year value from any of selected cohorts.<br />
The target-setting demographic group is highlighted in red)<br />
51<br />
<strong>ILEA</strong> <strong>Equity</strong> <strong>Plan</strong><br />
Appendix