Insights

This is the first in a series of blogs to share information about efforts to eliminate equity gaps in the CSU. Thad Nodine separately interviewed two leaders in higher education who have dedicated their professional lives to understanding and addressing equity issues. Dr. William Franklin is vice president for student affairs at CSU Dominguez Hills. He currently spearheads a mentoring program for African American and Latino young men called the Male Success Alliance. Dr. J. Luke Wood is associate vice president for faculty diversity and inclusion and distinguished professor of education at San Diego State University. He also serves as co-director of the Community College Equity Assessment Lab.

California’s system for reporting student data is, well, not really a system at all. Should California develop a statewide education data system? What purposes would such a system serve? What kinds of data would be tracked and shared, and with whom? These are some of the questions that the education professionals in the California Education Policy Fellowship Program (EPFP) posed to each other and education leaders, in the final gathering of the 2017-18 Fellows.

What makes efforts to improve student success rates at large public universities so challenging, particularly in light of committed efforts by faculty, staff, and administrators to improve student learning, progression, and completion?

Transfer students at Cal Poly Pomona were historically perceived as needing less attention because they had successfully navigated the first years of their college journey. Over the past few years, CPP began to question this mindset and confront the unique challenges facing transfer students. In this blog, Norma Leon and Lorena Márquez trace the rise of the PolyTransfer Program and the efforts to foster a transfer-receptive culture on campus.

Colleen Moore, Assistant Director, Education Insights Center testified before the Senate Education Committee on April 11, 2018 as the committee debated SB 1224 (Glazer) Statewide longitudinal education and workforce data system. These are her prepared remarks.

What a difference a year can make. In February 2017, Katie Hern, co-founder of the California Acceleration Project, spoke with the inaugural cohort of the California Education Policy Fellows Program about the challenges of reforming developmental education statewide from the bottom up—after working campus by campus for almost a decade to spur changes in a system of 114 California Community Colleges. When she met with the second cohort of EPFP Fellows a year later, the policy landscape had completely changed.

Many CSU campuses over the past few years have created senior-level campus-wide positions charged with improving student success. The trend is not unique to the CSU or to California, and the number of online job postings for senior-level positions focusing on “student success” has more than tripled nationally since 2010. No matter which university you call home, refocusing campus structures and culture around student learning and success can be challenging. In the following story, Elizabeth Boretz shares some of her experiences helping CSU Fullerton strengthen its campus-wide approach to student success.

In May 2017, the CSU Student Success Network convened, and Fresno State hosted, a one-day meeting focused on data use. The convening drew participation from teams of faculty and staff from ten CSU campuses. Afterwards, the team from CSU San Marcos (CSUSM) decided to create a data fellows program to improve their campus’ capacity to use data in decision-making. This is their story of why—and how—they created their program.

EdInsights has been evaluating the sweeping changes in the California Community Colleges for the past five years. “That’s an exciting lens for us,” says EdInsights Faculty Fellow Su Jin Jez, “helping community college educators examine the effects of their work and ways to refine it, while also contributing to the state’s own understanding of its investments.” In our newest blog post, Dr. Jez shares key themes that surfaced from these evaluations and signals ways that other capacity-building efforts in higher education can improve student learning, engagement, progression, and completion.

A new cohort of California Education Policy Fellows met recently at Asilomar for three days of conversations about challenges facing education. The 20 Fellows, all education policy professionals in California, heard from luminaries in the field who shared their wisdom about the conditions necessary for effective policy change and new ideas about competition in the marketplace for ideas.