Header Image
Compton College / Student Services / Student Equity Program / Activities and Impact


Student Equity Activities 

Goals A: Access




Increase the enrollment of males and veterans by providing the proportionality index of 5% by fall 2020.


Formerly Incarcerated Students in Transition (F.I.S.T) Program 

Build community and provide material support for students re-entering society after incarceration 

76% of new students in the Formerly Incarcerated Students in Transition program are males. 

Youth Empowerment Strategies for Success (YESS) Program Support 

Advising services for Foster Youth

Course completion increased for Foster Youth from 46% to 53%.


Goal B: Course Completion




Increase course completion by 5% within five years for African Americans, Pacific Islander, and for students who have identified themselves as foster youth and disabled.

 APISA Student Support

 Build community and provide material support for Pacific Islander students

Course completion increase from 42% to 55%.

 EOPS/CARE Peer Mentors

Provide a peer connection to EOPS/CARE students to help them succeed in their classes and in the program 


Just in Time Math Workshops

Faculty-facilitated workshops for Basic Skills Math topics identified as areas in need of review by Math Diagnostic 

 In Spring 2016 these workshops made a big impact on students' success:
  • students who attended 3 or more of the workshops had a success rate of 87%, compared to a 42% success rate in pre-college Math overall.
  • 15% of the students who attended 3 or more workshops were African-American.


Goal C: ESL and Basic Skills Completion




 Increase basic skills pathway completion by 5% within 5 years for African American. Pacific Islander, and identified students with disabilities.

Embedded Tutoring

In-class tutoring for Basic Skills Math 

In Fall 2015, Math 12 courses with Embedded Tutors were made up of 40% African American students.  Having an in-class tutor made a difference in terms of course persistence:

Embedded Tutor Course Persistence Rate: 51%

Persistence Rate for Courses with No Embedded Tutor: 42%

English Supplemental Learning Associates

In-class tutoring and workshops for Basic Skills English 


First Year Experience Mentors



(Math Academy)

Now a non-credit course; began as Student Equity project to help students review Math concepts and re-assess to appropriate course 

In the Summer 2016 Math Academy, 80% of Math Academy students re-assessed and placed in a Math class that was at least one level higher than their original placement. (Over 30% of Math Academy participants were African-American, directly addressing one of the impacted groups identified in the Center's Basic Skills course completion goal).

Math DLAs

Directed Learning Activities in Basic Skills Math 


Math Learning Teams

Faculty-led teams gathering best practices for Basic Skills Math 


SRC Instructional Assistance

Academic Support for students with disabilities 



Goal D: Degree and Certificate Completion




Increase degree and certificate completion rates by 5% within five years for Latino and African American students

Promoting Completion in Career and Technical Education

Counseling support for students in career programs to encourage completion of certificates and degrees.

Compton College shows a five-year growth of 66% for the number of all awards conferred.  

Promoting Completion in Early Childhood Education

Administrative support for Early Childhood Education students to encourage completion of certificates, degrees, and transfer 


 Goal E: Transfer





Increase transfer rates by 5% within five years of all student population at the Compton College with special emphasis on students with identified disabilities


MESA Program Support


University Fairs

On-campus events with information on transfer and Financial Aid opportunities


University Tours

 College tours for HBCU, HSI, and Northern California campuses to encourage transfer

In Fall 2015, 96% of the 45 students on the HBCU Tour identified as African-American or Latino. 82% stated they were "very likely" to apply to one or more of the colleges visited.



Back to top