Access And Success For System Goals For People Of Color In Washington Community And Technical Colleges

Author : Washington State Board for Community and Technical Colleges, Olympia
Publisher :
ISBN 13 :
Total Pages : 16 pages
Book Rating : 4.:/5 (16 download)

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Download or read book Access and Success for System Goals for People of Color in Washington Community and Technical Colleges written by Washington State Board for Community and Technical Colleges, Olympia and published by . This book was released on 2005 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is designed to provide information for readers, promote discussion, and set the stage for future initiatives to address outcomes for people of color. The data provided speaks to the success that Washington's community and technical colleges have achieved in increasing higher education access and participation for students of color. It also reveals work to be done to improve student of color attainment and transition rates across the system. These challenges offer an important opportunity to work in innovative ways to support more successful outcomes for students of color. A review of the indicators suggest colleges are providing equitable access to the two-year system for students of color in general. Enrollment in college-level courses is also above parity for all groups except Latinos/Hispanics, but for these students too the news related to participation rates is promising, with the percent who are enrolling at college level increasing faster than state population growth. Adult Basic Education (ABE) is the largest single entry point into community colleges for students of color and non-English speakers, most of whom attend as adults for employment-related reasons. Within workforce education, results for students overall are promising. About eight out of 10 workforce students who progress beyond one quarter (15 credits) of training will eventually exit deemed "prepared for work," with little difference in outcomes between any student groups. However on the margins, Latino/Hispanic, Black/African American and Native American students are a little more likely to leave early (with fewer than 15 credits), and when they progress beyond the 15 credit mark, they are still a little less likely to complete credentials or longer training. Progress rates in ABE are lower for Latinos/Hispanics and Native American students than for other students. Too many students stop out after ABE coursework and do not transition into college-level programs. Fewer Black/African American, Latino/Hispanic and Native American students who start out exploring transfer options end up solidly on the pathway, and their rates for becoming transfer-ready are lower than for white and Asian/Pacific Islander students. Finally, faculty and staff are less diverse than the state population, and Washington's employment of diverse faculty and staff is below the national average of 19.3 percent. Considering the increasing diversity of Washington State, all students, not just those of color, will need to learn multicultural skills to support their success in life. More work is needed to recruit and retain faculty and exempt staff of color, to ultimately support the needs of all students. (Contains 5 tables.).