Over the past five years, the overall course success rates across all Cuyamaca classes remained relatively steady, increasing from 74% in Fall 2015 to 76% in Fall 2019, then declining again to 74% in Fall 2020.

Equity gaps remained relatively consistent across most groups, with significant equity gaps noted for:

• Black or African American students (63% in Fall 2020, down from 65% in Fall 2019)

• Latinx students (66% in Fall 2020, down from 70% in the prior three years)

• Native American students (64% after a consistent, 5-year decline from 78%)

• Students who identify with two or more races/ethnicities (down to 53% from 58%)

• Male students, whose success rate was consistently 4 to 7 percentage points lower than than those for female students

In 2016, Cuyamaca College implemented a new approach to both placement and course sequencing for students in math and English. In addition, both departments also engaged in equity-focused professional development and created communities of practice. As a result, over the past five cohorts...

MATH

The percentage of all first-time students who successfully completed transfer-level math:

• Increased from 25% to 33% overall, but equity gaps persisted

• Increased from 16% to 20% for Black or African-American students

• Increased from 22% to 30% for Latinx students

When looking at just the first-time students who enrolled in a math course in their first academic year, the percentage of students who successfully completed transfer-level math within a year of first enrolling in a math course:

• Increased from 56% to 66% overall

• Decreased from 48% to 30% for Black or African-American students

• Increased from 55% to 62% for Latinx students

• Increased substantially (from 51% to 68%) for female students, but only slightly for male students (from 60% to 64%)

ENGLISH

The percentage of all first-time students who successfully completed transfer-level English:

• Increased from 24 to 40% overall, but equity gaps continue

• Increased from 19% to 25% for Black or African-American students

• Increased from 22% to 39% for Latinx students

• Increased more for female students (from 25% to 44%) than for male students (from 22% to 37%)

When looking at just the first-time students who enrolled in an English course in their first academic year, the percentage of students who successfully completed transfer-level English within a year of first enrolling in an English course:

• Increased from 53% to 64% overall

• Increased from 31% to 44% for Black or African-American students

• Increased from 50% to 59% for Latinx students

Overall fall-to-fall persistence rates decreased between the Fall 2016 and Fall 2019 cohorts, from 59% to 52%

Equity gaps in fall-to-fall persistence rates were consistent for the following Fall 2019 cohort groups:

• African American or Black students (46%)

• Asian students (48%)

• Native American students (22%)

• Pacific Islander students (17%)

• male students (47%, compared to 58% for female students)

Overall fall-to-spring persistence rates also remained similar (from 66% to 65%) across the past 5 cohorts, after a decline from the Fall 2015 to the Fall 2016 cohorts (73% to 66%).

Equity gaps in fall-to-spring persistence rates were consistent for the following Fall 2019 cohort groups:

• African American or Black students (56%)

• Asian students (54%)

• Native American students (33%)

First-time, Full-Time Student Graduation Rate

Overall, while the College's graduation rate has increased over the past 4 years, still less than half of all first-time, full-time students complete an associate degree within 4 years.

When the time frame is shortened to 3 years, even fewer students graduate and equity gaps are significant:

• Overall 3-year graduation rate was just 31%

• Graduation rate for Black or African American students was 13%

• Graduation rate for Latinx students was 27%

• Graduation rate for Native American students and Pacific Islander students was 0%

Transfer

• The largest number of Cuyamaca College transfers were into the CSU system (373 in 2019-20), followed by out-of-state institutions (120), and the UC system (73)

• Among CSU transfers, Black or African American students and Latinx students were underrepresented

• Among UC transfers, Black or African American students and Native American students were underrepresented

Career Outcomes: Living Wage Attainment

• Among students who exited Cuyamaca College (and the CCC system) in 2018-19 but did not transfer, 39% attained a living wage of at least $36,705

• In terms of race/ethnicity alone, outcomes for living wage were relatively equitable

• However, just 36% of exiting female students attained a living wage, compared to 42% of exiting male students