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We Won't Fall

Urgent and Immediate Plan to Address Structural Racism in a Time of Pandemic

We are affirming our commitment to equity by working together to eliminate systemic racism and opportunity gaps from our institution.

Although we have made progress in recent years to address inequities in educational outcomes for students, the COVID-19 pandemic and the recent killing of George Floyd by the Minneapolis Police, have forced us to examine our role as an educational institution. There are systemic racism and persistent racial inequities that exist within our institution which disproportionately impact Black/African American and Latinx students in particular. We are also working to address the systemic racism and persistent racial inequities that affect other student groups, including Native American and Asian Pacific Islander students.

The “We Won’t Fall” campaign is aimed at supporting our work toward equitable outcomes. We have set 13 Targets for the Fall semester and specific goals designed to improve the outcomes of Black/African American and Latinx students.

Target 1 *

Increase the course success rate for Black/African American and Hispanic/Latinx students by Fall 2020:

  1. Black/African American Students by 5.3% (57.5% to 62.8%)
  2. Hispanic/Latinx Students by 1.9% (66.1% to 68%)
  3. All students from 69.4% to 69.9%

Target 2

Increase the online course success rate for Black/African American and Hispanic/Latinx students by Fall 2020:

  1. Black/African American Students by 7.1% (52.9% to 60.0%)
  2. Hispanic/Latinx Students by 3.0% (63.2% to 66.1%)
  3. All students from 68.0% to 69.0%

Target 3

Increase the fall-to-spring persistence rate for Black/African American and Hispanic/Latinx students in 2020-2021:

  1. Black/African American Students by 2.2% (58.3% to 60.4%)
  2. Hispanic/Latinx Students by 0.2% (63.3% to 63.5%)
  3. All students from 63.4% to 63.5%

Target 4

Increase the overall GPA for Black/African American and Hispanic/Latinx students by Fall 2020:

  1. Black/African American Students by 0.20 (2.22 to 2.42)
  2. Hispanic/Latinx Students by 0.09 (2.49 to 2.58)
  3. All students from 2.68 to 2.70

Target 5

Increase the percentage of incoming Black/African American and Hispanic/Latinx students enrolling in 15 units or more in their first fall term by Fall 2020:

  1. Black/African American Students by 2.4% (13.4% to 15.8%)
  2. Hispanic/Latinx Students Above Average Here
  3. All students from 16.4% to 17.6%

Target 6

Increase the percentage of incoming Black/African American and Hispanic/Latinx students with Comprehensive Student Education Plans by the end of the Fall 2020:

  1. Black/African American Students by 3.7% (24.7% to 28.4%)
  2. Hispanic/Latinx Students by 2.3% (28.1% to 30.4%)
  3. All students from 28.6% to 30.7%

Target 7

Increase the percentage of incoming Black/African American and Hispanic/Latinx students enrolling in transfer-level English courses by census date of Fall 2020:

  1. Black/African American Students by 7.9% (35.9% to 43.8%)
  2. Hispanic/Latinx Students Above Average Here
  3. All students from 46% to 49.9%

Target 8

Increase the percentage of incoming Black/African American and Hispanic/Latinx students enrolling in transfer-level math courses by census date of Fall 2020:

  1. Black/African American Students by 5.9% (22.5% to 28.4%)
  2. Hispanic/Latinx Students by 3.5% (28.4% to 31.9%)
  3. All students from 29.1% to 32.3%

Target 9

Increase the percentage of incoming Black/African American and Hispanic/Latinx students enrolling in transfer-level English and math courses by census date of Fall 2020:

  1. Black/African American Students by 5.2% (12.6% to 17.7%)
  2. Hispanic/Latinx Students Above Average Here
  3. All students from 19.5% to 21.9%

Target 10

Of the incoming Black/African American and Hispanic/Latinx students who enrolled in transfer-level math or English, increase the percentage of students who complete those courses successfully by Fall 2020:

  1. Math
    1. Black/African American Students by 5.3% (40.4% to 45.7%)
    2. Hispanic/Latinx Students by 5.0% (41.2% to 46.2%)
    3. All students by 2.4% (47.6% to 50.0%)
  2. English
    1. Black/African American Students by 4.3% (60.2% to 64.5%)
    2. Hispanic/Latinx Students by 1.1% (68.1% to 69.2%)
    3. All students by 0.8% (69.0% to 69.8%)

Target 11

Of the incoming Black/African American and Hispanic/Latinx students who enrolled in both transfer-level math and English, increase the percentage of students who complete both courses successfully by Fall 2020:

  1. Black/African American Students by 3.6% (41.4% to 45.0%)
  2. Hispanic/Latinx Students by 3.8% (41.0% to 44.8%)
  3. All students by 2.1% (45.2% to 47.3%)

Target 12

Increase the success rate of college-level math courses (MATH 110, MATH 120, MATH 144, STAT 100) for Black/African American and Hispanic/Latinx students by Fall 2020:

  1. Black/African American Students by 6.8% (29.6% to 36.5%)
  2. Hispanic/Latinx Students by 3.1% (39.1% to 42.1%)
  3. All students by 1.2% (43.7% to 44.9%)

Target 13

Increase percentage of Black/African American and Hispanic/Latinx students enrolled at census date who complete one or more units for the semester:

  1. Black/African American Students by 3.9% (73.1% to 77.0%)
  2. Hispanic/Latinx Students by 1.1% (80.1% to 81.2%)
  3. All students by 0.4% (81.7% to 82.1%)

* CRC’s course success target aligns with the district-wide target. For a more detailed explanation, please visit Course Success Targets.

Targets align with district-wide targets on course success and completion of transfer-level math and English


An Introduction Message from CRC President Ed Bush on the We Won’t Fall Campaign


We Won't Fall - Flyer

Download the We Won't Fall flyer (PDF) highlighting these 13 targets.


A Message from CRC's Leadership Team

On behalf of leadership representing Academic Senate, Classified Senate, LRCFT Union, LRCEA Union and CRC Executive Team.

Dear CRC Community,

As we start the new historic semester, we would like to acknowledge and appreciate your commitment to our students. Your tenacity, patience, flexibility, dedication and willingness to learn have made it possible to continue to serve our students despite the unique challenges we face as an institution.

Although we have made progress in recent years to address inequities in educational outcomes for students, the COVID-19 pandemic and the recent killing of George Floyd by the Minneapolis Police, have forced us to examine our role as an educational institution. There are systemic racism and persistent racial inequities that exist within our institution which disproportionately impact Black/African American and Latinx students in particular. We are also working to address the systemic racism and persistent racial inequities that affect other student groups including Native American and Asian Pacific Islander students.  Institutional racism is prevalent not just at CRC, but throughout the higher educational system. This historic moment is a call to action for all of us to do our part, within our sphere of influence, to affect change.

In June, during the two campus conversations on antiracism, we heard from many of you a passionate call for action to address structural changes at CRC. Since then, we met as constituency leaders to gather input and develop strategies for addressing these inequities; your constituency leaders will be sharing these strategies with you. In response, we are launching a campaign called  “We Won’t Fall” that reaffirms our commitment to eliminate systemic racism and advance racial equity at CRC. Attached to this email, you will find  13 Targets for the Fall semester and specific goals aimed at improving the outcomes of Black/African American and Latinx students. We believe through introspection; a shared commitment to interrogate ALL of our policies, practices and procedures; and working and learning together, we will address these long standing challenges.

Together, we won’t fall, we will soar!

Please feel free to contact your constituency leaders if you have any questions.

Sincerely,

Teresa Aldredge – Academic Senate Secretary
Greg Beyrer – Academic Senate President
Ed Bush – President
Scott Crosier – Academic Senate Vice President
Keith Ellis – LRCEA Union CRC Representative
Tadael Emiru – Associate Vice President
Kim Harrell – Associate Vice President
Miguel Lemus – Classified Senate Vice President
Robert Montanez – Vice President of Instruction
Jason Newman – LRCFT President
Julie Oliver – Academic Senate Past President
Claire Oliveros – Vice President of Student Services and Enrollment Management
Julie Olson – Classified Senate President
Jennifer Patrick – Classified Senate Past President
Theresa Tena – Vice President Administration
Julia Villalobos – Classified Senate Secretary
Janey Yang – Classified Senate Treasurer