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Serving Special Populations in California Community Colleges

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... recruitment was the highest ranking problem for these students. ... Lacking a high school diploma. Unemployed or earning less prior to entering community college ... – PowerPoint PPT presentation

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Title: Serving Special Populations in California Community Colleges


1
Serving Special Populations in California
Community Colleges
  • Laurie Harrison
  • Special Populations Collaborative Project
  • and Joint Special Populations Advisory Committee

2
Research Questions
  • What services are provided and what are the
    barriers?
  • What is the impact of career and technical
    training?

3
What Services are Provided?What are the Barriers?
  • Data source
  • Special Populations Collaborative Project, West
    Hills Community College District

4
Survey Methodology
  • Electronically administered to all colleges
  • Personal follow-up of non-respondents
  • 94 colleges responded (87)

5
Survey Results
6
Where do Colleges Focus Attention?
7
Services Provided by Colleges
  • Career Counseling 96
  • Voc Ed Marketing 89
  • Child care Textbooks 82
  • Interpreters 70
  • Transportation 60

8
Barriers Encountered by Colleges
  • Need to address remedial skills 80
  • Insufficient Funds 77
  • Low recruitment retention 64
  • Transportation 59
  • Inadequate job market 51
  • Insufficient staff 50
  • Insufficient facilities 39
  • Inadequate support services 30
  • Timing of classes 25
  • Lack of institutional support 16

9
Survey results were also reported by
  • Each of the six special population groups
  • Each community college region

10
Selected Findings
11
Career Counseling for Special Population Students
  • Career counseling was most frequently provided
    activity for each special population group.
  • However, the students who were least likely to
    get career counseling were nontraditional
    students.
  • May indicate a need for counseling with a
    nontraditional focus.

12
For nontraditional students
  • Developing/Disseminating vocational marketing
    materials was the second highest activity.
  • Yet, low recruitment was the highest ranking
    problem for these students.
  • Clearly a need for more effective recruitment
    strategies for nontraditional students.

13
Transportation Factor
  • Transportation was the least frequently provided
    activity.
  • Yet, lack of transportation was the fourth
    greatest barrier.
  • Need to address transportation for special
    population students.

14
Transition to the workplace
  • Most frequently listed as a barrier for students
    with disabilities and limited English proficient
    students.
  • A need for better coordination with employers and
    the workplace for these two target groups.

15
What are Effective Practices?
  • Categorized by target population
  • For each practices there is a description and
    contact information

16
Survey Results and Effective Practices available
at
  • www.jspac.org (Website of the Joint Special
    Populations Advisory Committee)
  • www.vteabp.org (Website of the California
    community college industry/technology
    collaborative project which is coordinating with
    the special populations collaborative project.)

17
What Effect is Career and Technical Training
having on Special Population Students?
  • Data source
  • Success for All Study
  • Anita Mathur, U.C. Berkeley
  • for Joint Special Populations
  • Advisory Committee

18
Methodology
  • Examined records of students who exited the
    community college system in 1999-2000, and
  • Earned a vocational degree, certificate, or 12
    units of vocational credit.
  • Linked these students data with Employment
    Department wage data.
  • 48,000 students in the sample

19
  • Compared students from special populations groups
    to other students
  • Examined data for each special population group

20
Major Findings
21
The number of special population students
  • 52 of students in the sample were classified in
    at least 1 special population group.
  • The sample included only completers or those with
    12 units.
  • We know that special populations drop out at
    higher rates therefore initial percentages for
    special populations students are higher.

22
Special population students are more likely to be
  • Female
  • Non-white
  • Lacking a high school diploma
  • Unemployed or earning less prior to entering
    community college

23
Increased Earnings
  • After receiving career and technical education
  • Special population women increased median annual
    earnings by 182
  • Special population men increased median annual
    earnings by 149

24
Learn More - Earn More
  • The more vocational education attained, the more
    likely special populations students are to be
    employed year round.
  • Students with associates degrees or 60 unit
    certificates benefit the most.
  • Therefore, encourage longer length programs

25
Nontraditional Careers Pay Off for Women
  • Women in nontrad careers earn more than women in
    traditional occupations.
  • The one exception is nursing
  • Therefore, encourage nontraditional enrollment

26
Equal work does not always mean equal pay
  • Women in nontraditional careers still earn less
    than their male counterparts.

27
Findings for Particular Special Population Groups
28
Students with Disabilities
  • Disabled students were the most likely special
    population group to earn an Associates Degree.
  • But they had the lowest post college earnings.
  • Need to work on employer interface for students
    with disabilities.

29
Limited English Proficient Students
  • LEP women are most likely to leave with only a
    certificate.
  • They showed lower gains in income (only slightly
    ahead of disabled students).
  • Encourage LEP student to pursue more in-depth
    training.

30
Economically Disadvantaged Students
  • Only about 9 of economically disadvantaged
    students go into nontraditional programs where
    earnings are highest.
  • Encourage economically disadvantaged to consider
    nontraditional training.

31
Success for All study available at
  • www.jspac.org
  • (Website of the Joint Special Populations
    Advisory Committee)

32
Data over time
33
Core Indicator 2 -Completions
34
Core indicator 3a - Employment one year later
35
Strategies to Increase Completions for
  • Single Parents
  • Displaced Homemakers
  • Economically Disadvantaged Students

36
  • Key support person
  • Financial support including transportation
  • Support groups or clubs
  • Role models
  • Mentors
  • Classes on parenting, money management, and
    stress management
  • Identify transferable skills
  • Interview and work clothes

37
Strategies to help Limited English Proficient
students stay in school longer and succeed in the
workplace
38
  • Become aware of cultural differences
  • Create group projects and flexible seating
    arrangements
  • Write lesson objectives/key points on board
  • Provide foreign language dictionaries and
    thesauruses

39
Strategies to help students with disabilities
succeed
40
  • Ensure that the environment is well-equipped,
    accessible, and welcoming
  • Work closely with DSPS
  • Promote teamwork and cooperative learning
  • Incorporate role models who are disabled
  • Work closely with potential employers

41
Strategies to increase Nontraditional enrollment
and success
42
  • Refer to high skill - high wage programs rather
    than nontraditional programs
  • Expose students to role models, job sites
  • Recruit in groups
  • Create nontraditional student clubs/support
    groups
  • Prepare students for the nontraditional workplace

43
Remember
  • Special population students increase their
    incomes by 149 - 182!
  • And the more they learn, the more they earn!

44
So
  • Spread the word about the effectiveness of Career
    and Technical Education for Special Population
    Students!
  • AND..

45
Toot Your Own Horn!
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