Name of Program
Extended Opportunity Programs and Services (EOPS)
Last Review
2008-2009
Current Year
2011-2012
Preparer’s Name
Tammeil Y. Gilkerson
List Staff & Titles
Name / TitleRebecca Gaetos / Staff Assistant II
Tammeil Gilkerson / Director-Dean of Counseling & Matriculation
Charlie Khan-Lomax / Counselor/Coordinator
Hue Le / Counselor
Lan Mai / Eligibility Specialist
Rosa Pereida / Outreach Specialist
Ann Vu / CARE Coordinator
Dean/Vice President
Tammeil Gilkerson, Dean of Counseling & Matriculation
Irma Archuleta, Vice President of Student Affairs
Program Summary
Evergreen Valley College offers Extended Opportunity Program and Services (EOPS) to assist students with meeting the social, financial, and academic requirements of completing a college education. A California-funded student support program, EOPS was established in 1969 by the passage of Senate Bill 164 (Alquist), to provide services to students affected by language, social and economic hardships to achieve their educational objectives and goals; including but not limited to, obtaining job skills, vocational certificates, associate degrees, and/or transferring to four-year institutions. The Cooperative Agencies Resources for Education (CARE) program was also established by the Legislature in 1982 with the passage of Assembly Bill 3103 (Hughes). The CARE program was created to expand services for EOPS students who are welfare-dependent single heads of household enrolled full-time in community college. According to the mandate of the State, students participating in EOPS must receive support services that are “above and beyond” regular student support services available at Evergreen Valley College.
The EOPS and CARE programs provide a comprehensive and coordinated foundation of support services to high-risk students with multiple barriers to educational success. These students are low-income, academically under-prepared or at-risk, and often from historically underrepresented racial or ethnic groups.
An EOPS student has access to the following services:
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· Academic counseling
· Assistance in completing federal, state, and college financial aid applications
· Career Counseling
· Complimentary graduation cap and gown
· Counseling workshops
· Emergency loans
· Employment referrals
· Fee waivers for UC and CSU admission application
· Fieldtrips related to academic motivation and career exploration
· Grants based on state funding and student eligibility
· Invitations to engage in campus activities and special activities
· Monitoring of academic progress
· Newsletter regarding EOPS updates and deadlines
· Personal counseling
· Priority Registration
· Referrals to on- and off-campus resources for academic and career support
· Scholarships
· Scholarship recommendation letters
· Study skills instruction and mentoring
· Textbook vouchers
· Transfer assistance to four-year schools
· Tutorial services
· University transfer letters of recommendation
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The CARE Program, in conjunction with the Santa Clara County Department of Social Services and other community agencies, seeks to break down some of the barriers that single parents face when pursuing higher education. The program provides single parent students with additional support services including grant funds, school supplies, transportation assistance, and meal tickets. These services are in addition to the services provided to all EOPS students.
The heart of the EOPS program is the design of academic support services that are specifically designed for each student’s needs. Based on the personalized program services and regular follow-up, faculty and staff work directly with individuals to monitor and develop intervention strategies and referrals to assistance. The helping hand and personal encouragement are the cornerstone that lead to student achievement and success.
PART A: Overview of Program
1. Identify your program/department’s Commitments to Action (CTA’s) for this year.
The program currently has no Commitments to Action (CTAs) identified for this academic year. The last CTA’s were developed in 2007-2008 when the College was routinely identifying and assessing them as part of overall strategic initiatives. Listed below are the Program’s 2007-2008 CTA’s:
Student Centered
1. Improve feedback on application status and EOP&S/CARE information
2. Invite academic programs to sponsors “Presenting this Major” workshops
3. Implement intervention strategies for at-risk students
Community Engagement
1. Increase EOP&S visibility at local high schools and community service agencies
2. Increase EOP&S involvement with EVC Outreach plan
3. Increase community service agencies’ awareness of EVC programs for EOP&S/CARE students
4. Increase EOP&S visibility at local high schools and community service agencies
5. Increase EOP&S involvement with EVC Outreach plan
6. Increase community service agencies’ awareness of EVC programs for EOP&S/CARE students
Organizational Transformation
1. Conduct EOP&S/CARE staff retreat/program inventory
2. Establish bi-monthly staff meetings
3. Provide staff development opportunities throughout the year
4. Provide budget updates and program information at staff meetings
2. Please explain how your program’s CTA’s are aligned with the goals of the College. How does your program help the College fulfill its Mission, Strategic initiatives, and Commitments to Action (CTA’s)?
Evergreen Valley College’s EOPS/CARE Program is in direct alignment with the College’s mission and strategic initiatives. The Program directly serves students to ensure they are successful in their academic and personal pursuits. The direct services and case managed support ensures students have access to resources that are “over and beyond” what the College offers. This has direct correlation to the high numbers of students that graduate and transfer from the Program. Through the EOPS Advisory Board and various community partnerships, EOPS brings visibility and support to the campus through donations and volunteers. The faculty and staff are well respected members of Region Consortiums and are continuously advocating for the needs of our students at the state-level.
3. Please state at least three recent accomplishments for your program which show how it contributes to the College’s success.
In December 2011, the EOPS/CARE Program hosted a “Breakfast with Santa” holiday event for students and their families. Utilizing funds earned through MAA Outreach and generous donations from the District community, we were able to serve hot breakfast, provide children with holiday gifts, and entertain and enjoy the holiday season. The event garners a great deal of community support with donations of raffle items and gift cards from local business and individuals. Through a partnership with Toys for Tots, we continue to help ensure the most vulnerable children have a chance to enjoy the holidays. This event directly supports the College’s mission and strategic initiatives by increasing visibility, continuing partnerships and building campus community. After a budget related suspension of this time honored tradition in 2010, staff and feedback from the campus community showed this event was important to not only the students and their families, but others as well. This is evident by the large number of donations in money and volunteer time.
During the 2010-2011 academic year, the CARE Program participation increased by serving 95 students. This is the highest participation in program history and the notable accomplishment was highlighted by the State Chancellors Office for outstanding work with students. The additional services provided by the CARE program and staff directly align with the College’s mission and strategic initiatives to help students succeed academically. The “over and beyond” support provides students with access to meals, transportation, and child care subsidies that help ensure they can be successful in their academic pursuits.
In May of 2011, 19 EOPS student received scholarships offered through Evergreen Valley College. Of these 19 students, three were CARE students who received the prestigious Grove Foundation Scholarship, helping support their pursuit of degrees or certificates in various career and technical education areas. For many of these students the scholarships will support their academic endeavors at their transfer institution and others will be supported during their time at EVC. This directly connects with the mission and strategic initiatives of the college, ensuring students succeed academically and have access to support to fund their educational pursuits.
4. State the goals and focus of this department/program and explain how the program contributes to the mission, comprehensive academic offerings, and priorities of the College and District.
The EOPS/CARE Program provides services that are “above and beyond” other programs on campus to enhance the retention of students, and assist them in breaking down economic, academic, language, and social barriers. The program environment encourages and facilitates successful completion of education objectives and goals, including but not limited to, obtaining job skills, occupational certificates or associates degrees, and transferring to four-year institutions. The core mission and goals of the program directly align with the overall mission of the College and District, empowering the most disadvantaged students to achieve their academic goals and be strong contributors to society. Our former students are current business owners and professionals throughout Santa Clara County and beyond.
5. If applicable, identify department/program productivity (WSCH/FTEF).
This is not directly applicable to the program, however the EOPS/CARE program services directly correlates to student matriculation, enrollment in appropriate coursework and completion of degrees/transfer. By May 10, 2011 83% of the total students served in 2010-2011 were registered for fall 2011 courses. In addition 56% were enrolled in summer 2011 courses. With 105 students slated to graduate, the percentage is closer to 100% of program participants being enrolled in subsequent terms.
6. Please highlight what areas need to be addressed more effectively.
It is difficult to ascertain what areas need to be addressed more effectively since the Program has not been required to develop or measure outcomes of CTA’s since 2007-2008. However, with the mission and goals of the Program aligning so directly with the College’s mission, the program directly serves the campus community in meeting their goals and strategic initiatives in many areas.
PART B: Management Information Systems (MIS)
1. Indicate the MIS data you are mandated to collect and how often you are required to report it.
The EOPS/CARE Program is required to submit MIS Data to the State Chancellor’s Office at the end of the Summer (August), Fall (Jan/Feb) and Spring/Winter (Jun/Jul) terms. The submission is taken care of by staff in the District Office after review by the Program Director in collaboration with the EOPS Eligibility Specialist and the CARE Program Coordinator. The required data elements are as follows:
· EOPS Eligibility Factor
· EOPS Term of Acceptance
· EOPS End of Term Status
· EOPS Units Registered
· EOPS CARE Status
· CARE Term Acceptance
· CARE Marital Status
· CARE Number of Dependents
· CARE TANF Duration
· EOPS CARE Withdrawal
2. How is the program director involved in the review of MIS data before it is submitted to the State Chancellor’s Office?
The Program Director works directly with the EOPS Eligibility Specialist and the CARE Program Coordinator to review the MIS data each year. Program staff work with the ITSS Department Manager and other staff at the District Office to run reports to verify the data. If there are any discrepancies in the reports, the Program Director and staff use the stand-alone database to verify the information. This review and reconciliation is done before any submission to the State Chancellor’s Office.
3. Is the data appears to be accurate and does it match the numbers in your internal database?
Yes, MIS data is generally accurate and matches the program’s internal databases. Any problems are rectified prior to the submission to the State Chancellor’s Office.
4. If the data does not appear to be accurate, identify the problem (e.g. too many or too few participants listed; demographics seem incorrect, etc.). Document the process used to identify and correct the problem.
The District Office sends MIS reports to the program a couple of times each term to check required data before the submission deadlines listed above. If there are any discrepancies with student information, program staff crosschecks with the program’s internal database and makes corrections in Datatel. Once corrections are made, the District Office reruns the report and program staff checks to ensure any discrepancies were corrected.
PART C: Demographics
Access
1. Provide the following demographic data: ethnicity, age and gender.
ETHNICITY
Ethnicity / 2007-2008 / 2008-2009 / 2009-2010 / 2010-2011African American / 59 / 68 / 38 / 55
Asian / 619 / 626 / 435 / 394
Caucasian / 27 / 15 / 14 / 12
Filipino / 21 / 18 / 10 / 8
Hispanic / 194 / 193 / 121 / 173
Other / 47 / 46 / 26 / 33
Pacific Islander / 9 / 5 / 3 / 5
Student Total / 976 / 971 / 647 / 680
Student Cap / 831 / 818 / 494 / 494
AGE
Age / 2007-2008 / 2008-2009 / 2009-2010 / 2010-20111 - < 18 / 27 / 19 / 4 / 4
18 & 19 / 278 / 264 / 130 / 119
20 to 24 / 330 / 329 / 212 / 234
25 to 29 / 85 / 102 / 84 / 83
30 to 34 / 67 / 59 / 47 / 51
35 to 39 / 44 / 43 / 40 / 39
40 to 49 / 77 / 72 / 56 / 51
50+ / 68 / 83 / 74 / 99
Total / 976 / 971 / 647 / 680
GENDER
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011Female / 631 / 616 / 424 / 468
Male / 355 / 355 / 223 / 212
Total / 986 / 971 / 647 / 680
2. Does the Program’s population reflect the college demographic data?
Due to understaffing in the Research and Institutional Effectiveness Office at the District level, current demographic student data is not available. For purposes of analysis, we will utilize 2008-2009 data for comparison. This is data available from the last published Evergreen Valley College Student Trends Report 2008-2009. (0809STR)
Ethnicity
As seen above, currently the EOPS Program does not collect disaggregated data regarding student ethnicities. Therefore, we are comparing our numbers against the aggregated spring 2009 benchmarked ethnicities. As seen in the data above between 2007-2010, Asian students have comprised anywhere from 63-67% of students served in the EOPS Program while Latino students have stayed steady at 19-20% and African Americans at 6-7%. In contrast, the overall percentages for EVC were 41% Asian, 33% Latino and 4% African American. These number showed that the EOPS program serves approximately 23% more Asian and 3% more African American students than compared proportionally. For Latinos, the program served 13% less students than the overall EVC population.
Based on previous program reviews, staff worked collectively to develop outreach and recruitment strategies, as well as application review to help ensure program participant numbers more closely reflect the demographics of the larger campus community. In 2010-2011, the data shows a shift in the demographic trends of program participants with Asians comprising 58%, Latinos at 25% and African Americans at 8%. This is a significant shift in numbers with 9% less Asian students, 6% more Latino students, and 2% African American students than in the previous academic year.